Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of English and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.



Chapter Objectives

By the end of this chapter you should have developed your understanding of:

  • a range of research into handwriting;
  • the current status of handwriting in UK schools;
  • the importance of handwriting automaticity for composition;
  • what constitutes good handwriting;
  • approaches to teaching handwriting.

Professional Standards for QTS



We have chosen to include a chapter on handwriting in this book because handwriting is very much the poor relation of the literacy world. It can be seen as a rather unimportant aspect of literacy and many general literacy texts omit it altogether. However, two decades ago important British research in handwriting introduced a strong element of common sense and good practice to handwriting teaching. As a result, most children in the UK learn a simple script which they also see on computers and ...

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