Handwriting User Guide

‘The Journey to Cursive’ and

‘The Journey to Continuous Cursive’
Welcome to Twinkl Handwriting
Twinkl Handwriting is a comprehensive programme that covers
all of the statutory requirements for handwriting from the 2014
National Curriculum for English.
Each ‘Handwriting Activity Pack’ has been developed by our
specialist teachers and designed by our creative team to
provide you with everything you need to teach high-quality
handwriting sessions within EYFS, Key Stage 1 and Key Stage
2. Each pack offers an active, fun approach that aims to develop
a fast, fluent and legible handwriting style within every pupil.
Every activity pack includes a flexible Handwriting Help Card, an
accompanying Lesson Presentation with illustrative animations,
guidance posters, and corresponding activity sheets.
This overview is your guide and should cover any questions
you have. If there is something you need help with then please
don’t hesitate to get in touch.
Before we begin, some points to consider…
Which handwriting style should your school choose?
The Twinkl Handwriting scheme offers a choice of two handwriting styles within separate activity packs: schools
can either choose to follow the ‘Journey to Cursive Handwriting’ or the ‘Journey to Continuous Cursive’ programme.
Both sets of materials take pupils on a journey that works through the progressive stages suggested in the
National Curriculum.
The major difference within the two styles is that from Step 3 of the continuous cursive programme, the children are
taught to add lead-ins to their lower case letters as shown here:

Twinkl Cursive

abcdefghijklmnopqrstuvwxyz

Twinkl Continuous Cursive

abcdefghijklmnopqrstuvwxyz

There are many different viewpoints as to when and how However, The National Handwriting Association have an
children should be taught a joined style of handwriting. opposing opinion and suggest that a continuous cursive
style (where lead-ins are taught right from EYFS) may
The British Dyslexia Foundation recommends that cause confusion for some children:
children use a continuous cursive style from as early an
age as possible: ‘Some schools teach young children to begin each letter
from the base line. This means that the starting point is
‘Typically, when first learning to write, children ‘print’ their very easy to remember but it may complicate the visual
letters. They then move on to ‘joined up’ writing at a later image of some of the letters and also result in the need
stage. For children with dyslexia, learning two styles of for some relearning when the child begins to join letters
handwriting can add an extra layer of difficulty and cause together. The letters joined from ‘o,’ ‘r’, ‘v’ and ‘w’ do not
confusion. It is, therefore, much more helpful if a young start from the baseline, which then requires children to
child can learn to use a single system of handwriting right relearn an established movement pattern, which is not
from the start.’ (British Dyslexia Association) good practice.’ (National Handwriting Association)

The Twinkl programme does not sway towards one

style over another, but advises that a whole school
How were the Twinkl Handwriting
approach to handwriting where one style, whichever cursive fonts developed?
you may choose, is adopted by the entire school. The Twinkl Handwriting fonts were designed
Whichever style that you decide upon, the handwriting by the highly-respected typography company,
will require frequent, discrete and direct teaching. TypeTogether, who create custom type solutions
for discerning clients worldwide. Veronika Burian
and José Scaglione, both with Masters degrees in
type design from the University of Reading, worked
alongside the Twinkl team to develop the unique
typefaces.
When should we start to teach ‘ joining’?
The 2014 National Curriculum states that pupils should ‘start using some of the diagonal and horizontal strokes
needed to join letters’ from Year 2, and encourages schools to teach children ‘to write with a joined style as soon
as they can form letters securely with the correct orientation’. However, using a joined handwriting style is not a
statutory requirement until Key Stage 2.
With all of these theories in mind, each of the Handwriting Help Cards and accompanying PowerPoint Lesson
Presentations follow the same six distinct, development stages:

Warm-Up Activities

Developed to build hand and wrist strength, upper body strength and improve co-ordination.
(Recommended to be used at the beginning of every handwriting session.)

1 Let’s Get Ready to Write!

Aimed at developing gross and fine motor skills to build strength and stability, and visual perception skills
to discriminate between different letter shapes.
(All lower case letters are shown using a printed style.)

2 Forming Letter Families

Created to teach children sets of ‘letter families’ with the aim of securing the correct letter formation.
(All lower case letters are shown using a printed style.)

3 Positioning & Pre-Cursive

Targeted on the beginnings of joining with a focus on forming letters of the correct relative size,
positioning and spacing.
(Lower case letters are now shown in either a Twinkl Cursive or Continuous Cursive style with the
horizontal and diagonal strokes needed to join letters.)

4 Joining Letters

Designed to develop pupils’ understanding of different types of letter joins (and the letters best left
unjoined) in an aim to increase legibility, quality and consistency.
(Lower case letters are now shown consistently joined in either a Twinkl Cursive or Continuous
Cursive style.)

5 Increasing Fluency, Speed & Style

Intended to further practise fluency and speed as well as pupils’ own individual personalised style.
(Lower case letters are consistently joined in either a Twinkl Cursive or Continuous Cursive style.)
All of our ‘Handwriting Activity Packs’ are available in KS1 and KS2 designs. The content of the packs is mainly the
same for each key stage. However, we have responded to user surveys that suggested some older children still
needed to consolidate the skills outlined in steps 1, 2, 3 and 4, so with this in mind, we have made sure that the KS1
and KS2 packs have slight differences in their age-appropriate illustrations, keywords/spellings and design.
It is important to remember that the steps are not designed to be taught to a specific age group. Within each step,
there are ideas to develop a specific area of handwriting that would work well with all children within the primary age
range. Teachers may decide that most of the pupils in their class are on the same step and focus their teaching in
this area. Alternatively, they may feel that they need to teach a mixture of the steps to cover the range of abilities
within the class.

How do left-handed children learn best?

Left-handed pupils should receive specific teaching to meet their needs. Some left-handed children may find it more
appropriate to leave a lower case ‘t’ unjoined as this letter is formed differently for them. Some other capital letters
are also often formed differently for left-handed writers (E,F,H,I,J,T).
Left-handed children should be reminded of the best positioning of their paper to allow them to view their writing
and also to help prevent ‘smudging’. It also may be helpful for left-handed children to hold their writing implement
slightly higher (about 2cm from the tip) so that what they are writing isn’t shielded from their view. During handwriting
sessions, it is recommended that right-handed children are not seated on the left-hand side of a left-handed child to
ensure that their elbows do not collide.

How do I model handwriting?

All of the handwriting lesson presentations have Twinkl animations that have been made to clearly show the letter
formations and joins.
In order for your chosen style to have maximum impact, it needs to be modelled as much as possible by the teacher
in other areas of the curriculum, as well as being encouraged in every pupils’ own independent writing.

How important is pen/pencil grip?

Children should not be made to hold a pen or pencil in How to Grip a Writing Tool
a way that feels uncomfortable to them. Many children 1 Nip 2 Flip 3 Grip
hold their pen or pencil in unconventional ways. However,
so do many competent writers and there is no evidence
to date to link poor pen or pencil grasp with poor
handwriting (National Handwriting Association). However,
the dynamic tripod grasp is recommended once the ‘Grip’ the writing tool. Make
sure it is pinched between
the ball of the thumb and the
child is old enough to hold a writing implement. This Choose the writing tool that is
best suited to the task. ‘Nip’ it ‘Flip’ the writing tool around so
forefinger, supported by the
middle finger with the other

grip minimises the risk of strain and offers the greatest towards the end. that it is resting on your hand. fingers tucked away.

control. This suggested grip is revisited within every

lesson presentation and could also be reinforced through Check - Does your grip provide
stability and freedom of movement?

displaying the ‘How to Grip a Writing Tool’ poster within

your classroom.

Pupils are encouraged to think about how to ‘nip, flip

and grip’ their chosen writing implement.
 How important is the correct Let’s Look Ready to Write
sitting and paper positioning? 1 Place both feet flat on the floor.

The correct seating position and the positioning of 2 Move your elbows so they’re resting
off the edge of the desk.
Move your bottom to the back of
a pupil’s paper on their desk can make a noticeable If you write with your left hand...
3
If you write with your right hand...
the chair.

4 Lean your head and shoulders

change in the quality of a child’s handwriting. 5
slightly forward.
Keep your knees bent at a 90o angle.
4
For this reason, correct positioning is revisited Try to keep your
wrist straight and
your hand below the
Paper tilted
to the right.
Paper tilted
to the left.
Try to keep your
wrist straight and
your hand below the

throughout the sessions. Again, these concepts can writing line. writing line.

be reinforced within the classroom by displaying our

‘Let’s Look Ready to Write’ and ‘How to Position 2
5
Your Paper’ posters.
Your Your
helper helper
hand should
3 hand should
be placed on the be placed on the
right side of the left side of the
paper. paper.

Writing on a slant should help you not to smudge your writing 1

and also helps you to be able to see what you are writing.

How should we celebrate handwriting success?

The celebration of children’s work and high expectations play a huge part in children making handwriting progress.
You may decide to offer motivational certificates or pen licences as incentives to encourage children to work on their
handwriting targets. Another good idea is to create a display of children’s work showing exceptional improvements or
a high standard of work to showcase their handwriting achievements.

Why is a fluent, speedy and legible handwriting style so important?

Legible handwriting that can be produced at speed, and with a minimum of thought, allows a child to give their full
attention to the composition and content of their writing, and to their learning in other curriculum areas. Without fast
and legible handwriting, students may miss out on learning opportunities and under-achieve academically (National
Handwriting Association).
The Journey to Cursive: Handwriting Joins
Within Step 4 and beyond, the Twinkl Journey to Cursive programme focuses on the two main basic joins included
within the 2014 National Curriculum: diagonal joins and horizontal joins.

Diagonal joins used to join: to these letters: and to these tricky

letters (where the
(the most common letter a, b, c, d, e, h, i, k, l, m, n, b, e, f, h, i, j, k, l, m, n, p, r, letter is formed in an
join – formed from the p, s, t, u, z t, u, v, w, x, y, z anticlockwise movement):
baseline)
a, c, d, g, o, q, s
Horizontal joins used to join: to these letters: and to these tricky
letters (where the
(formed from the top of o, r, v, w b, e, f, h, i, j, k, l, m, n, p, r, letter is formed in an
the letter) t, u, v, w, x, y, z anticlockwise movement):
a, c, d, g, o, q, s
Unjoined letters f, g, j, q, x, y
(where no onward join is
needed)

Denotes a letter that is joined using a more complex bottom diagonal join.

The Journey to Continuous Cursive: Handwriting Joins

Correspondingly, the Twinkl Journey to Continuous Cursive materials also focus on the teaching of joining from Step
4 of the programme.

Diagonal joins used to join: to these letters: and to these tricky

letters (where the
(the most common letter a, b, c, d, e, h, i, k, l, m, n, b, e, f, h, i, j, k, l, m, n, p, r, letter is formed in an
join – formed from the p, q, s, t, u, x, z t, u, v, w, x, y, z anticlockwise movement):
baseline)
a, c, d, g, o, q, s
Horizontal joins used to join: to these letters: and to these tricky
letters (where the
(formed from the top of o, r, v, w b, e, f, h, i, j, k, l, m, n, p, r, letter is formed in an
the letter) t, u, v, w, x, y, z anticlockwise movement):
a, c, d, g, o, q, s
Descender joins used to join: to these letters: and to these tricky
letters (where the
(formed from the loop of a f, g, j, y b, e, f, h, i, j, k, l, m, n, p, r, letter is formed in an
descender) t, u, v, w, x, y, z anticlockwise movement):
a, c, d, g, o, q, s

Denotes a letter that is joined using a more complex bottom diagonal join.
Twinkl Letter Families
Whichever handwriting style is favoured within your school, Twinkl recommend teaching the handwriting activity
packs in a specific order to ensure progression and consolidate prior learning:

1 The Ladder Family (l, i, u, t, y, j)

l down from the top

i down, lift and dot

u down, round, up and down

t down from the top, curve, lift and across

y down ,round, up, down and round

j down to the bottom, around, lift and dot

2 The One-Armed Robot Family (n, m, h, k, b, p, r)

n down and up, around, down and stop

m down and up, around, down and up around, down

h down from the top, up, around and down

k down from the top, up and right round, kick

b down from the top, up and around

p down from the top, up and around

r down, up, around and stop

3 The Curly Caterpillar Family (c, a, d, e, s, g, f, q, o)

c curve around and stop

a curve around, up and down

d curve around, up to the top and down

e up and diagonal across, curve round and stop

s curve around, curve around

g curve around, up, down to the bottom and around

f curve, down and cross

q curve around, up, down to the bottom and flick

o curve around and up around

 4 The Zigzag Monster Family (z, v, w, x)

z across, diagonal down, across

v diagonal down, diagonal up

w diagonal down, diagonal up, diagonal down and diagonal up

x diagonal down, lift, diagonal down

Capital Letter Families

Capital letters are all formed at the same height and they are not joined to other letters. The order of the strokes is
not as important as when lower case letters are formed but below are some formation suggestions. Note, left-handed
children will probably form the capital letters E,F,H,I,J and T differently.

Capitals without lifting (C, L, O, S, U, V, W, Z)

Capitals with one lift (B, D, G, J, K, M, N, P, Q, R, T, X, Y)

2 2 1 2 1 1 2 1 1
1 1 2 2
2

2 1 2 2 1 1 2 1 2
1 1

Capitals with two or more lifts (A, E, F, H, I)

1 2 12 12 1 2 1
2
3 3 3
3
4 3
Handwriting Activity Packs
All of our Handwriting Activity Packs can be found here.
All Handwriting Activity Packs will have similar content, which will include a:
Handwriting Help Card
Handwriting Help Cards can be used to teach whole class activities, small group interventions, or they also could be
used to pick key areas for 1:1 target follow-up work. Some of the exercises could also be sent home as home learning
activities. The help cards aim to cover all areas of the National Curriculum, however, some aspects may not be
applicable for children with a specifically identified writing difficulty. Children should be guided through each writing
step and should be secure in this area before they progress onto the next one.

The Journey to Cursive: The Letter ‘i’

Suggested Order 2 Forming Letter Families 5 Increasing Fluency, Style & Speed
The letter ‘i’ should be taught as part of a series
Year 1 - Sit correctly at a table, holding a pencil comfortably and correctly. Begin to form lower case letters in the Year 5 and 6 - Choose the writing implement that is
of lessons, which links to the family it belongs to – correct direction, starting and finishing in the right place. Understand which letters belong to which handwriting ‘families’ best suited for a task. They should be clear about what
the ‘ladder’ family. Ideally, it would be taught as the (i.e. letters that are formed in similar ways) and to practise these. standard of handwriting is appropriate for a particular
second letter in the series of six (l, i, u, t, y, j). task.
Introduce the letter name and the sound (phoneme) of Tool Poster. Remind them of the appropriate seating
the letter ‘i’. Show the animation of how to form the position and posture for good handwriting using the Supply the children with a variety of writing
Gross Motor Warm-Up lower case letter ‘i’. Ask children if they know which visual prompt on the Lesson Presentation or use the implements, for example, ballpoint pens, HB pencils,
letter family the letter ‘i’ belongs to? Explain that this Let’s Look Ready to Write Poster. handwriting pens, felt tips, coloured crayons, fine
Bear Walking: Crouching on all fours, children letter belongs to the ladder family (l i u t y j). Children liners and marker pens. Use the Lesson Presentation
practise air writing the letter shape ‘i’ with their Remind the children how to position their paper to introduce the comic book character, ‘Little Timmy’,
walk around a large space like a bear, moving
preferred hand. They could also practise air writing on correctly. Model how to complete the first part of the and discuss how the children are going to experiment
their hands and feet in a crawling movement.
the table, on body parts or on a friend’s back, where Letter ‘i’ Activity Sheet. writing the character’s name for different purposes
Encourage children to move quickly, slowly
Warm-Up Activity

and use all available space. appropriate. Make large and small letter shapes. Remind Children practise writing the letter ‘i’ using the Letter using what they believe to be the most suitable tool
children of the correct pen/pencil grip using the Lesson ‘i’ Activity Sheet. The children could also complete the and style.
Presentation prompts or the How to Grip a Writing Letter ‘i’ Additional Activity Sheet.
Fine Motor Warm-Up Remind the children of the correct seating position,
pen/pencil grip and how to position their paper
Palms Pressing: Get the children to work in correctly using the Lesson Presentation. Discuss
pairs and stand facing each other. Children put 3 Positioning & Pre-Cursive how sometimes writing may be more suitable joined,
their hands out in front of them so that their left unjoined or capitalised.
palms touch. They should then gently push Year 2 - Use spacing between words that reflects the size of the letters.
through their forearms to push their partner’s The children could also complete the Fluency, Style
hands away. This should be a gentle exercise,
Show the children how the letter ‘i’ is formed on the Discuss how they will be forming words where all of the and Speed Practice: The Letter ‘i’ Activity Sheet.
Lesson Presentation. Explain that the letter ‘i’ should letters are the same height as ‘i’. Remind the children to
which should be done with a minimum of
be correctly positioned between the baseline and also think about the correct amount of space between
force to balance each other’s weight.
midline. Can the children think of other letters that each word (finger spaces). Children practise writing Assessment Activities
should be the same height? (a, c, e, m, n, o, r, s, u, v, words containing the letter ‘i’ using the Positioning
w, x and z). Words Containing ‘i’ Activity Sheet.
1 Let’s Get Ready to Write! Step 1 - Can the children make straight line movements with
Remind the children of the correct seating position, their body? Can they co-ordinate their arms together? Can
Early Learning Goal - Children show good control and pen/pencil grip and how to position their paper children copy the straight lines and dots accurately using a
co-ordination in large and small movements. Children correctly using the Lesson Presentation. range of media?
handle equipment and tools effectively.
Step 2 - Can the children form the letter shape ‘i’
Lines and Dots - Children practise drawing ‘lines’ appropriately, starting and finishing in the correct place? Ask
and ‘dots’, which are very important pre-writing the children to put a  next to the favourite letter ‘i’ shape
patterns. Firstly, the children should make straight 4 Joining Letters which they have written?
line movements with their arms by lifting them up in Step 3 - Are all of the letters formed between the baseline
Year 3 and 4 – Use the diagonal and horizontal strokes that are needed to join letters.
the air then down to the ground like a robot. Then, and midline? Can they leave appropriate finger spaces
encourage the children to make dots by moving their between words?
Explain to the children that they will be learning correctly using the Lesson Presentation. The children
arms forward and backwards in front of them with about joining from the letter ‘i’. Look at the Lesson then complete the Joining the Letter ‘i’ Activity Step 4 - Which diagonal join is easiest for them
their fists clenched. Presentation which demonstrates diagonal joins to Sheet, which practises joining using diagonal letter to form? Why? Is it easier to join to a letter of
other letters of the same height (ii, iu), descenders joins. the same height, an ascender or a descender?
Use the Lines and Dots Activity Sheets for children Why?
(iy) and ascenders (il, it). Ask the children to use their
to practise drawing straight lines and dots in lots The children can then use the Letter ‘i’ More Joining
‘magic pencils’ fingers in the air to following each two Step 5 - Can the children discuss when
of different ways using lots of different media. The Practice Activity Sheet to fill an igloo with letter
letter joining pattern. different writing implements, and styles
completed by overwriting using finger paints, wax patterns created using diagonal joins. Remind the are most suitable for a task? Can they
crayon, felt straight lines and dots could be tip, chalk, Remind the children of the correct seating position, children that they don’t dot the ‘i’ until they’ve finished identify situations where speed is more
or could be formed using pipe cleaners or playdough. pen/pencil grip and how to position their paper all of the letters in the pattern. important than style or vice versa?

Warm-Up 4. Joining Letters

Warm-up sessions should be completed before every Sessions which introduce different types of letter joins
handwriting lesson to build hand and wrist strength, (and the letters best left unjoined) in an aim to increase
upper body strength, and to improve co-ordination. legibility, quality and consistency.

1. Let’s Get Ready to Write! 5. Increasing Fluency, Speed & Style

Short sessions designed to develop gross and fine Sessions to further practise fluency and speed as
motor skills to build strength and stability, and visual well as pupils’ own individual personalised handwriting
perception skills. style.

2. Forming Letter Families Assessment Activities

Sessions to teach children the sets of ‘letter families’ Specific assessment opportunities to be used within
with the aim of securing the correct letter formation. each step of the teaching sequence.

3. Positioning & Pre-Cursive

Sessions designed to teach the formation of letters as
a pre-cursor to joining.
Lesson Presentation
Every Handwriting Help Card is accompanied by a PowerPoint Lesson
Presentation that guides teachers and pupils through every stage of the
teaching sequence.

Every presentation will include Twinkl animations to ensure that pupils

see each letter and join being formed with the correct formation,
positioning and placement.

Guidance Posters
Let’s Look Ready to Write
Great to display on a classroom handwriting showcase board as a constant
reminder about correct seating position, paper position and pen/pencil grip. 1 Place both feet flat on the floor.

2 Move your elbows so they’re resting

off the edge of the desk.
Move your bottom to the back of
3 the chair.
Lean your head and shoulders
4
slightly forward.
5
How to Grip a Writing Tool
If you write with your left hand... If you write with your right hand... Keep your knees bent at a 90o angle.
4

1 Nip 2 Flip 3 Grip

Try to keep your Paper tilted Paper tilted Try to keep your
wrist straight and to the right. to the left. wrist straight and
your hand below the your hand below the
writing line. writing line.

2
5

‘Grip’ the writing tool. Make

sure it is pinched between
3
Your Your the ball of the thumb and the
helper helper Choose the writing tool that is forefinger, supported by the
hand should hand should best suited to the task. ‘Nip’ it ‘Flip’ the writing tool around so middle finger with the other
be placed on the be placed on the towards the end. that it is resting on your hand. fingers tucked away.
right side of the left side of the
paper. paper.
1

Writing on a slant should help you not to smudge your writing Check - Does your grip provide
and also helps you to be able to see what you are writing. stability and freedom of movement?

Activity Sheets

i
KS2 Cursive The Letter ‘i’ Activity Pack KS2 Cursive The Letter ‘i’ Activity Pack

The Letter ‘i’ Joining the Letter ‘i’

Every pack will contain a number of high-quality Go straight down,
then take your pencil off to fly…
Right up to the top,
Continue each line of diagonal joins.
Don’t dot the ‘i’ until you have completed both letters.

activity sheets to support children at every step draw a dot and you have an i!
Find the i sound in the words below and draw a
iu
in the teaching sequence.
circle around them.
iy
il
iguana igloo ice cream ice cube it
Add ‘il’ to the start of these words.
Make sure that you use your diagonal letter joins.

river insect pillow shrimp legal legible

iiiiiiiiiiii
Now carefully write out three lines of the letter ‘i’.
literate il logical
luminate lustrate

iiiiiiiiiii
Add ‘ilt’ or ‘ity’ to the end of these words. Make sure that you use your
diagonal letter joins. What words have you created?

qual spo rebu

i abil commun
National Curriculum Links
Every Handwriting Help Card is planned to cover the Early Learning Goals and National Curriculum requirements
for handwriting. Good handwriting should not just be showcased in handwriting lessons, it is about emphasising the
importance of fluency, neatness and speed in writing across the curriculum.

Statutory and Non-Statutory Guidance for Handwriting in the 2014 National Curriculum

KS1 Statutory requirements

Handwriting

Pupils should be taught to:

• 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’ (i.e. letters that are formed in similar
ways) and practise to these.

Notes and guidance (non-statutory)

Handwriting requires frequent and discrete, direct teaching. Pupils should be able to form letters correctly and
confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand.
Whatever is being used should allow the pupil to hold it easily and correctly so that bad habits are avoided.

Left-handed pupils should receive specific teaching to meet their needs.

Statutory requirements
Handwriting

Pupils should be taught to:

• 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.

Notes and guidance (non-statutory)

Pupils should revise and practise correct letter formation frequently. They should be taught to write with a joined
style as soon as they can form letters securely with the correct orientation.
KS2 Statutory requirements (Years 3 and 4)
Handwriting

Pupils should be taught to:

• 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; that lines of writing are spaced sufficiently so that
the ascenders and descenders of letters do not touch].

Notes and guidance (non-statutory)

Pupils should be using joined handwriting throughout their independent writing. Handwriting should continue to
be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say.
This, in turn, will support their composition and spelling.

Statutory requirements (Years 5 and 6)

Handwriting

Pupils should be taught to:

• 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.

Notes and guidance (non-statutory)

Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems
with forming letters do not get in the way of their writing down what they want to say. They should be clear about
what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten
version. They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing
and email address, or for algebra and capital letters, for example, for filling in a form.
7) Letter 'r'
4) Letter 'k'

6) Letter 'p'
5) Letter 'b'
3) Letter 'h'
1) Letter 'n'
2) Letter 'i'
1) Letter 'l'

6) Letter 'j'
4) Letter 't'

2) Letter 'm'
5) Letter 'y'
3) Letter 'u'

Letter Packs
Letter Packs

The Journey to
The Journey to

Cursive/Continuous Cursive
Cursive/Continuous Cursive

Twinkl Handwriting
Twinkl Handwriting
Assessment Tracker

Assessment Tracker
show good control and co-ordination in large show good control and co-ordination in large

✔
✔
✔
✔

✔
✔
✔
✔
and small movements. and small movements.

move confidently in a range of ways, safely move confidently in a range of ways, safely

✔
negotiating space. negotiating space.

handle equipment and tools effectively handle equipment and tools effectively
Pupils can:

Pupils can:
✔
✔

✔
✔
✔
✔
✔
✔
✔

✔
✔
✔
safely use and explore a variety of materials, safely use and explore a variety of materials,

✔
✔

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tools and techniques. tools and techniques.
Early Learning Goals

Early Learning Goals

sit correctly at a table, holding a pencil sit correctly at a table, holding a pencil

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comfortably and correctly. comfortably and correctly.

begin to form lower-case letters in the correct begin to form lower-case letters in the correct
direction, starting and finishing in the right direction, starting and finishing in the right

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place. place.
Year 1

Year 1
Pupils can:
Pupils can:

understand which letters belong to which understand which letters belong to which
handwriting ‘families’ (i.e. letters that are handwriting ‘families’ (i.e. letters that are

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formed in similar ways) and to practise these. formed in similar ways) and to practise these.

form lower-case letters of the correct size form lower-case letters of the correct size

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relative to one another. relative to one another.
start using some of the diagonal and start using some of the diagonal and
horizontal strokes needed to join letters and horizontal strokes needed to join letters and

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✔

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understand which letters, when adjacent to understand which letters, when adjacent to
one another, are best left unjoined. one another, are best left unjoined.
Year 2

Year 2
write capital letters and digits of the correct write capital letters and digits of the correct
Pupils can:

Pupils can:
size, orientation and relationship to one size, orientation and relationship to one
another and to lower case letters. another and to lower case letters.

use spacing between words that reflects the use spacing between words that reflects the

✔
✔

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size of the letters. size of the letters.

use the diagonal and horizontal strokes that use the diagonal and horizontal strokes that
Our Twinkl Handwriting Coverage and Assessment Pack can be found here.

are needed to join letters and understand are needed to join letters and understand
Twinkl Handwriting National Curriculum Coverage

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which letters, when adjacent to one another, which letters, when adjacent to one another,
are best left unjoined. are best left unjoined.

increase the legibility, consistency and quality increase the legibility, consistency and quality
of their handwriting [for example, by ensuring of their handwriting [for example, by ensuring
Pupils can:

Pupils can:
that the down strokes of letters are parallel that the down strokes of letters are parallel
✔

and equidistant; that lines of writing are and equidistant; that lines of writing are

✔
✔
Year 3 & Year 4

Year 3 & Year 4

spaced sufficiently so that ascenders and spaced sufficiently so that ascenders and
descenders of letters do not touch]. descenders of letters do not touch].

write legibly, fluently and with increasing write legibly, fluently and with increasing
speed by: choosing which shape of a letter to speed by: choosing which shape of a letter to
✔

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✔
✔

✔
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use when given choices and deciding use when given choices and deciding
whether or not to join specific letters. whether or not to join specific letters.

write legibly, fluently and with increasing write legibly, fluently and with increasing
speed by: choosing the writing implement that speed by: choosing the writing implement that
✔

✔
is best suited for a task. is best suited for a task.

be clear about what standard of handwriting be clear about what standard of handwriting
Pupils can:

Pupils can:

is appropriate for a particular task, for is appropriate for a particular task, for
✔
✔
✔

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example, quick notes or a final handwritten example, quick notes or a final handwritten
*denotes a non-statutory objective from the 2014 National Curriculum

*denotes a non-statutory objective from the 2014 National Curriculum

Year 5 & Year 6

Year 5 & Year 6

version. * version. *
use and unjoined style, for example, for use and unjoined style, for example, for
labelling a diagram or data, writing an email labelling a diagram or data, writing an email
address, or for algebra and capital letters, for address, or for algebra and capital letters, for
✔

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example, for filling in a form. * example, for filling in a form. *
 7) Letter 'f'

4) Letter 'x'
1) Letter 'z'
5) Letter 's'
1) Letter 'c'

2) Letter 'v'
9) Letter 'o'
8) Letter 'q'
6) Letter 'g'
4) Letter 'e'
3) Letter 'd'
2) Letter 'a'

3) Letter 'w'
Letter Packs
Letter Packs

The Journey to
The Journey to

Cursive/Continuous Cursive
Cursive/Continuous Cursive

Twinkl Handwriting
Twinkl Handwriting

Assessment Tracker
Assessment Tracker

show good control and co-ordination in large show good control and co-ordination in large

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and small movements. and small movements.

move confidently in a range of ways, safely move confidently in a range of ways, safely

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negotiating space. negotiating space.

handle equipment and tools effectively handle equipment and tools effectively

Pupils can:
Pupils can:

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safely use and explore a variety of materials, safely use and explore a variety of materials,

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tools and techniques.

Early Learning Goals

tools and techniques.
Early Learning Goals

sit correctly at a table, holding a pencil sit correctly at a table, holding a pencil

✔
✔

✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
comfortably and correctly. comfortably and correctly.

begin to form lower-case letters in the correct begin to form lower-case letters in the correct
direction, starting and finishing in the right direction, starting and finishing in the right

✔
✔

✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
place. place.

Year 1
Year 1

Pupils can:
Pupils can:

understand which letters belong to which understand which letters belong to which
handwriting ‘families’ (i.e. letters that are handwriting ‘families’ (i.e. letters that are

✔
✔

✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
formed in similar ways) and to practise these. formed in similar ways) and to practise these.

form lower-case letters of the correct size form lower-case letters of the correct size

✔
✔

✔
✔
✔
✔
✔
✔
✔
✔
✔
relative to one another. relative to one another.
start using some of the diagonal and start using some of the diagonal and
horizontal strokes needed to join letters and horizontal strokes needed to join letters and

✔
✔

✔
understand which letters, when adjacent to understand which letters, when adjacent to
one another, are best left unjoined. one another, are best left unjoined.

Year 2
Year 2

write capital letters and digits of the correct write capital letters and digits of the correct

Pupils can:
Pupils can:

size, orientation and relationship to one size, orientation and relationship to one

✔
another and to lower case letters. another and to lower case letters.

use spacing between words that reflects the use spacing between words that reflects the

✔
✔
✔

size of the letters. size of the letters.

use the diagonal and horizontal strokes that use the diagonal and horizontal strokes that
are needed to join letters and understand are needed to join letters and understand
Twinkl Handwriting National Curriculum Coverage

✔
✔

✔
✔
✔
✔
✔
✔
✔
✔
✔

which letters, when adjacent to one another, which letters, when adjacent to one another,
are best left unjoined. are best left unjoined.

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

Pupils can:
Pupils can:

that the down strokes of letters are parallel that the down strokes of letters are parallel

✔
and equidistant; that lines of writing are and equidistant; that lines of writing are
✔

Year 3 & Year 4

Year 3 & Year 4

spaced sufficiently so that ascenders and spaced sufficiently so that ascenders and
descenders of letters do not touch]. descenders of letters do not touch].

write legibly, fluently and with increasing write legibly, fluently and with increasing
speed by: choosing which shape of a letter to speed by: choosing which shape of a letter to

✔
✔

✔
✔
✔
✔

use when given choices and deciding use when given choices and deciding
whether or not to join specific letters. whether or not to join specific letters.

write legibly, fluently and with increasing write legibly, fluently and with increasing
speed by: choosing the writing implement that speed by: choosing the writing implement that
✔

is best suited for a task. is best suited for a task.

be clear about what standard of handwriting be clear about what standard of handwriting
Pupils can:
Pupils can:

is appropriate for a particular task, for is appropriate for a particular task, for
✔
✔
✔
✔
✔
✔

example, quick notes or a final handwritten example, quick notes or a final handwritten
*denotes a non-statutory objective from the 2014 National Curriculum
*denotes a non-statutory objective from the 2014 National Curriculum

Year 5 & Year 6

Year 5 & Year 6

version. * version. *
use and unjoined style, for example, for use and unjoined style, for example, for
labelling a diagram or data, writing an email labelling a diagram or data, writing an email
address, or for algebra and capital letters, for address, or for algebra and capital letters, for
✔

example, for filling in a form. * example, for filling in a form. *

Meet the Teacher Team Behind Twinkl Handwriting

Becky Gemma
With 15 years' teaching experience throughout With 13 years’ experience as a primary teacher,
KS2, Becky has a passion for all things SPaG! Gemma has led science, design and technology
Her mission is to create innovative and useful and Healthy Schools. She has a passion for
resources in an aim to cut down the average igniting learning through a hands-on approach.
teacher's impossible workload.

Bethan Jemma
Bethan is an experienced teacher of 14 An experienced SEN teacher and SENCo for
years, and has taught from Reception to 5-13 year olds, Jemma has an MA Diploma in
Year 6 in schools in both the West Midlands SEN and expertise in geography, English and
and Devon. She is passionate about finding PSHE. She loves visual resources and
creative ways to support children's learning. sign language.
If you need us, just get in touch - contact info@twinkl.com

visit twinkl.com
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