Stage 2 handwriting and digital transcription

NSW Department of Education

English Stage 2

Instructional sequence – Handwriting and digital transcription

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 1

Contents

Handwriting and digital transcription ............................................................................................................................................................................ 3

Instructions for use ......................................................................................................................................................................................................... 5

Stage 2 – Year 3 ................................................................................................................................................................................................................ 7

Term 1 (early) ................................................................................................................................................................................................................ 7

Term 1 (late) ................................................................................................................................................................................................................ 11

Term 2 (early) .............................................................................................................................................................................................................. 16

Term 2 (late) ................................................................................................................................................................................................................ 19

Term 3 (early) .............................................................................................................................................................................................................. 23

Term 3 (late) ................................................................................................................................................................................................................ 26

Term 4 (early) .............................................................................................................................................................................................................. 31

Term 4 (late) ................................................................................................................................................................................................................ 36

Stage 2 – Year 4 .............................................................................................................................................................................................................. 40

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 2

References ...................................................................................................................................................................................................................... 79

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 3

Handwriting and digital transcription

The acquisition of proficient handwriting and digital transcription skills holds significant importance in the overall development of students' writing,

reading and spelling abilities. Research has consistently shown that regular, explicit and systematic handwriting practice contributes to improved

student performance in various language-related tasks. The mastery of both fluent and legible handwriting styles and efficient typing/word processing

is crucial, as it enables students to automate the mechanical aspects of writing, thereby freeing up cognitive resources for more complex elements of

text creation. By understanding the cognitive benefits of sensory-motor integration when handwriting, it is evident that continuing handwriting

instruction in Years 3 to 6 is essential (Askvik et al. 2020).

In addition to facilitating word learning and spelling recognition through the kinaesthetic action of the hand, handwriting has been shown to positively

influence compositional writing quality (Graham et al. 2000). Handwriting skills are not only valuable in academic contexts but also play a pivotal role

in enhancing students' abilities to take notes, comprehend information and retain conceptual knowledge. As the contemporary educational landscape

increasingly involves interactive multimedia platforms, it is imperative to explicitly teach students how to leverage digital technologies effectively. By

enabling students to use digital tools for various communicative tasks, such as creating digital texts, drafting, editing and multimodal writing,

educators equip them with vital skills to thrive in the digital era (Crocket et al. 2011). Thus, an integrated approach to fostering both handwriting and

digital transcription proficiencies can empower students to become capable and confident communicators in the modern world.

When preparing to teach NSW Foundation Style cursive, it is essential to bear in mind that students require consistent practise to develop key writing

skills, including efficient pencil grasp, writing posture, and uniform letter formation. This same consistency of practise is necessary for the

development of keyboarding skills. It is recommended to:

• include at least 3 explicit teaching sessions per week to develop handwriting and keyboarding skills

• provide short, sharp lessons, lasting 15 to 20 minutes each (NESA 2022).

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 4

Furthermore, at the conclusion of handwriting and digital transcription activities, fostering a collaborative sharing session enables students to reflect

upon, discuss and celebrate their learning experiences. Opportunities to apply effective handwriting skills in authentic writing contexts, including when

drafting texts and for tasks such as note-taking, can support learning, ideation, conceptualisation, and retention of information (Mueller and

Oppenheimer 2014). It is important for teachers to determine when this can occur based on their own context and the needs of their students.

For further information, see Handwriting: Explicit handwriting instruction.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 5

Instructions for use

The ‘English Stage 2 – Instructional sequence – Handwriting and digital transcription’ is a suggested sequence to support the planning of explicit,

systematic and cumulative handwriting and digital transcription lessons for students in Years 3 and 4. This sequence has been designed to support

students in demonstrating the outcomes:

• EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• EN2-HANDW-02 uses digital technologies to create texts.

Stage 2 content from the English K–10 Syllabus is introduced in line with the English Stage 2 scope and sequence. Content is positioned at the point

of introduction to the students, and the sequence provides for repetition and consolidation of content throughout the stage. Some content points will

require more emphasis and frequent repetition than others, and schools may choose to adapt this sequence based on their context and assessment

data.

The sequence uses distributed learning principles to facilitate robust learning over time. Content from each content group has been included in most

term blocks (early term/late term). This approach also allows for foundational skills such as handwriting and typing fluency to be addressed frequently

to enable student to progress towards automaticity and efficiency.

NSW Foundation Style handwriting samples, including precursive and cursive script, have been used throughout this instructional sequence when

modelling letter formations. They are a guide only and do not provide a complete overview of all possible learning.

Progress through the instructional sequence needs to be dependent on the regular monitoring of students’ progress as they develop handwriting and

digital transcription skills. This will require direct, close examination of both the process and product of handwriting and keyboarding with the focus

needing to be on efficiency, fluency and legibility (Mackenzie and Spokes 2020). Systematic observations and timely feedback from the teacher can

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 6

identify issues that may affect the development of handwriting and keyboarding automaticity and efficiency. An observation sheet can be used to

record important aspects of each student’s skill development.

Some students may need access to alternative transcription formats and assistive technologies instead of handwriting. This may include speech-to-

text devices, keyboard or switch devices and/or augmentative and alternative communication (AAC) devices (NESA 2022).

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 7

Stage 2 – Year 3

Term 1 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Understand that legible handwriting is consistent in size and spacing and can support learning

Table 1 – Term 1 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

Down letters ‘i’, ‘j’, ‘l’, and ‘t’ with

consistent size and spacing.

Punc

tuation marks, including:

Optional: review the use of

software functions in word-

processing program functions

(Stage 1 content).

Handwriting legibility and fluency

Formation:

focus on the correct starting place and direction of

movement for each letter shape. All ‘down’ letters begin at the top

of the letter and end at the bottom. A pen(cil) lift is needed for

strokes and dots. Do not dot the letters ‘i’ or ‘j’ or cross the letter ‘t’

until the end of the letter.

Size:

letters should be in proportion in both width and height. A

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 8

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• full stop

• comma

• quotation marks

• apostrophes

• question marks

• exclamation marks

• semi-colons

• colons

letter’s height includes the head (ascender), body, and tail

(descender).

Each part of the letter should be of equal proportion.

The overall size of a letter can be described using the terms: ‘tall’,

‘short’ and ‘tail’ letters (NESA 2022).

Slope: letters need to maintain the same slope, that is, they need

to be parallel. All letters should slope slightly to the right.

Throughout the 5-week block, explicitly teach the correct

placement of punctuation marks in the context of written sentences

and short passages.

Clockwise letters ‘b’, ‘h’, ‘k’, ‘m’, ‘n’, ‘p’

and ‘r’ with consistent size and

spacing.

n/a Handwriting legibility and fluency

Pen(cil) grip:

students hold their pen(cil) firmly between their

thumb and index finger, balanced on their middle finger (not too

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 9

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

tightly).

For left-handed students, holding their pen(cil) 2–3 cm from the tip

enables them to see their writing and avoid ‘hooking’ and

smudging. A pen(cil) grip and mark on the pencil can guide

students as to where to place their fingers.

Paper position:

the non-writing hand should be carefully placed

on the paper to steady it. The paper should be angled so that the

right side of the paper is slightly higher (for right-handed students).

For left-handed students, the paper should be positioned to the left

of their body. When students finish writing across the entire line,

their hand should be slightly to the left of their midline. This allows

them to see what they are writing, keep their wrist straight and

avoid smudging.

The angle of the pencil to the page needs to remain constant when

writing.

Continue to revise the size and proportion of letters.

Check and correct letter reversals.

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 10

Handwriting legibility and fluency

Anti-clockwise letters ‘a’, ‘c’, ‘d’, ‘e’,

‘f’, ‘g’, ‘o’, ‘q’ and ‘s’ with consistent

size and spacing.

n/a

Handwriting legibility and fluency

Consistent spacing supports the legibility and appearance of

handwriting. Draw attention to appropriate spacing within words,

between words and between lines of writing.

Posture: feet

should be flat on the floor and the chair should be at

an appropriate height and tucked in under the table. Both hips and

knees should be at a 90-degree angle.

Diagonal letters ‘v’, ‘w’, ‘x’, ‘z’ and down-

up letters

‘u’ and ‘y’ with consistent size

and spacing.

n/a Handwriting legibility and fluency

Review previously taught information on handwriting that is

consistent in size and spacing, including direction of movements

for letter formations, size, slope and spacing.

Focus on pen(cil) lift and drop and for the letters ‘x’ and ‘y’.

Numerals 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 with

consistent size and spacing.

n/a Handwriting legibility and fluency

Numerals are full height or ‘tall’ letters. They are twice the height of

‘short’ letters.

Software functionalities and

typing

Supporting information for teachers

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 11

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Foc

us on the correct

starting place and direction of movement for

each numeral, including a pen(cil) lift for the numerals 4 and 5.

Check and correct numeral reversals.

Term 1 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Understand that legible handwriting is consistent in size and spacing and can support learning

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Position a chosen device in a way that facilitates efficient and sustained text creation

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 12

Table 2 – Term 1 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

n/a Positioning a device or monitor at

an appropriate height and angle.

Software functionalities and typing

The screen should be positioned straight in front of the user at

approximately an

arms-length away. The device or monitor is

placed so the top of the screen is at or just below eye level.

Students should be seated at desks on chairs that are an

appropriate height so that their feet can be placed flat on the floor.

Ensure that the workspace is not overcrowded.

Capital letters with consistent size and

spacing, including:

• vertical and horizontal letters: ‘E’,

‘F’, ‘H’, ‘I’, ‘L’ and ‘T’.

• diagonal letters: ‘A’, ‘K’, ‘M’, ‘N’, ‘V’,

n/a Handwriting legibility and fluency

Uppercase letters are full height or ‘tall’ letters. They are twice the

height of ‘short’ letters.

Focus on the correct

starting place and direction of movement for

each letter shape, including pen(cil) lifts and drops.

Capital letters can be used for headings or titles.

Note:

some left-handers may prefer to form some letters

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 13

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

‘W’, ‘X’, ‘Y’ and ‘Z’.

differently. For example, cross strokes in the letters ‘A’, ‘H’ and ‘T’

may go from left to right, rather than right to left.

Capital letters with consistent size and

spacing, including curved letters: ‘B’, ‘C’,

‘D’, ‘G’, ‘J’, ‘O’, ‘P’, ‘Q’, ‘R’, ‘S’ and ‘U’.

ositioning a device or monitor at

an appropriate height and angle,

including the use of external

accessories.

Handwriting legibility and fluency

Revise previously taught capital letters.

Software functionalities and typing

Revise placement of a device or monitor at appropriate eye level.

Demonstrate good posture. For example, sitting up straight,

aligning head with the spine, shoulders relaxed.

Introduce the use of external accessories, including a mouse. A

mouse can be positioned on either the right or left side of the

keyboard.

The keyboard and mouse should be positioned so the student’s

forearms can rest on, and are supported by, the desk.

Teach basic mouse skills, such as:

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 14

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• moving the cursor

• left-click to select items

• double-click to open files or programs

• right-click to access content menus

• up and down scrolling movements.

Revise all letters, numerals and

punctuation marks, including:

• lower case letters

• upper case letters

• punctuation marks

• numerals.

n/a Handwriting legibility and fluency

Revise content, including exclamation marks and questions marks

are full height. They are the same height as capital letters.

Quotation marks and apostrophes are positioned to rest below the

top line (line 1).

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 15

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Consolidate Term 1 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 16

Term 2 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Position a chosen device in a way that facilitates efficient and sustained text creation

Table 3 – Term 2 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Precursive letters from a downstroke with

exit hooks that will result in diagonal

joins, including ‘a’, ‘d’, ‘h’, ‘i’, ‘k’, ‘l’, ‘m’,

‘n’, ‘t’ and ‘u’.

n/a Handwriting legibility and fluency

The links that form exits are the precursors to joining letters in NSW

Foundation Style cursive script.

Letters that end on the baseline (line 3) finish with a short, upward

exit hook. Exit hooks are smooth curves, not sharp points. Exit

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 17

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

hooks help to provide a ‘quick change in direction’. They are minimal

in size.

Provide students with the opportunity to form a mental image of

each letter to use as a guide for writing. This supports the

development of motor memory.

Precursive letters from an upstroke with

exit hooks that will result in diagonal

joins, including ‘c’, ‘e’, ‘q’ and ‘z’.

Position a device or monitor at

an appropriate height and angle.

Handwriting legibility and fluency

Revise previously taught exit hooks from the baseline. Introduce

additional letters. Highlight the slight wave at the bottom of the letter

‘z’ before its exit hook.

Continue to reinforce correct letter formations, size and spacing.

Software functionalities and typing

Position a device or monitor in a well-lit room so that the screen can

be seen without eye strain. Try to position the device so there is no

bright light or sunlight shining directly on the screen, as glare can

add to eye strain.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 18

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Precursive letters with exit hooks that will

result in horizontal joins, including ‘f’, ‘o’,

‘r’, ‘v’, ‘w’ and ‘x’.

n/a Handwriting legibility and fluency

Because the letters ‘o’, ‘r’, ‘v’, ‘w’ and ‘x’ do not finish on the

baseline, their exit hook is positioned at line 2; it dips slightly.

The precursive letter ‘f’ has a ‘tail’ (descender) which drops below

the baseline to line 4.

Precursive letters that do not have an

exit hook, including ‘b’, ‘g’, ‘j’, ‘p’, ‘s’ and

‘y’.

Pos

itioning a device or monitor

at an appropriate height and

angle.

Handwriting legibility and fluency

Letters that finish in a clockwise movement do not join to the next

letter.

Software functionalities and typing

Revise positioning a device or monitor at appropriate eye level to

support good posture and the use of external accessories, including

a mouse.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 19

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Revise all precursive letters, including

those with an exit hook.

n/a Handwriting legibility and fluency

Focus on letters maintaining the same proportion. A letter’s width

and height need to be constant with other similar letters.

Term 2 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 20

Table 4 – Term 2 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Precursive letters with an entry rise and

an exit hook, including ‘i’, ‘m’, ‘n’, ‘r’, ‘u’,

‘v’ ‘w’ and ‘x’.

Precursive letters with an entry rise but

no exit hook, including ‘j’, ‘p’ and ‘y’.

n/a Handwriting legibility and fluency

Revise letters with exit hooks.

Introduce letters containing an entry rise. These curve upward and

form a sharp point at the top. Compare the sharp point of the entry

rise to the smooth, curved exits that come from letters.

The letters ‘j’, ‘p’ and ‘y’ finish in a clockwise direction, so they will

not join to the next letter in cursive. They do not have an exit hook.

n/a Keyboard layout including the

home row.

Software functionalities and typing

Introduce the home row. This includes the letters and punctuation:

A S D F G H J K L ; ‘

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 21

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Guide the placement of the index fingers on the 2 raised keys F and

J, with the second, third, and fourth fingers on the adjacent keys on

the same row, and the thumbs resting on the space bar. Model

returning to the ‘home keys’ after each keystroke.

Support students to understand the importance of frequent repetition

in building muscle memory when learning to type on a keyboard.

Revise the entire precursive alphabet

focusing on letters with:

• exi

t only – diagonal: ‘a’, ‘d’, ‘h’, ‘k’,

‘l’, ‘q’ and ‘t’

• exit only – horizontal: ‘o’

• entry

rise only: ‘j’, ‘p’ and ‘y’

Keyboard layout including the

home and top rows.

Handwriting legibility and fluency

Revise all letter formations, including the letters ‘b’, ‘g’, ‘j’, ‘p’, ‘s’ and

‘y’ which finish in a clockwise direction and do not have an exit.

The modified letter ‘f’ does not join to the next letter at this stage of

development.

Software functionalities and typing

Revise the home row.

Introduce the top row. This includes the letters and punctuation: Q

W E R T Y U I O P [ ] \

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 22

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• entry rise and exit: ‘i’, ‘m’, ‘n’, ‘r’,

‘u’, ‘v’, ‘w’ ‘x’ and ‘z’

• no change ‘b’, ‘c’, ‘e’, ‘f’, ‘g’ and ‘s’

The use of the tab key on the top row can be taught if appropriate.

Focus on coordinating both left and

right hands and fingers

simultaneously when practising.

n/a Keyboard layout including the

home, top and bottom rows.

Software functionalities and typing

Revise the home and top rows on a keyboard.

Introduce the bottom row. This includes the letters and punctuation:

Z X C V B N M , . /

Consolidate Term 2 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 23

Term 3 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Apply appropriate pressure when joining letters

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

Table 5 – Term 3 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Revise the precursive alphabet with

consistent size and spacing.

n/a Handwriting legibility and fluency

Students need to become aware of the pressure used when holding

a pen(cil). Support students to understand tension and relaxation by

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 24

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

squeezing a fist and releasing. Repeat several times. Then practise

holding a pen(cil) with a relaxed grip.

Identify how too much tension can cause fatigue and reduce fluency

when writing.

n/a Keyboard layout including the

home, top and bottom row.

Selecting and using text

formatting functions to type

texts.

Software functionalities and typing

'ISO keyboard layout (105 keys) with FI engravings' by Jorazon is licensed under

CC BY-SA 3.0.

Revise the home, top and bottom row on a keyboard. Reinforce

students using a ‘light touch’ with a smooth and rhythmic typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 25

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

motion.

Students use text formatting functions related to font size and style

such as bold, italics, and underlining; font style and colour.

Continue revising the precursive

alphabet to develop fluency when writing

longer texts.

n/a Handwriting legibility and fluency

Identify how excessive pressure of the pen(cil) on the page can lead

to fatigue and smudging, while too little pressure may result in faint

or illegible writing.

Continue revising the precursive

alphabet to develop fluency when writing

longer texts.

Keyboard functions including the

caps lock and cursor control

keys.

Software functionalities and typing

Compare using the shift and caps lock keys to type capital letters.

Familiarise students with the cursor control keys, including the

arrow keys for moving the cursor left, right, up, and down within a

text. The PgUp and PgDn, Home and End keys can also be

introduced.

Consolidate Term 2 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 26

Term 3 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Apply appropriate pressure when joining letters

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

• Select and insert visual, print and audio elements into texts

Table 6 – Term 3 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters with diagonal joins to

short letters, including from the letters ‘a’,

n/a Handwriting legibility and fluency

Diagonal joins come from letters with exits near the baseline. To

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 27

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

‘c’, ‘d’ and ‘e’.

dditional practise: Diagonal joins to the

letter ‘e’.

form a diagonal join, the exit hook continues upwards to join to the

next letter.

Most letters join the next letter at the top of the letter’s body at a 45-

degree angle.

Diagonal joins to the letter ‘e’ are a smooth upward stoke. The join is

where the letter ‘e’ begins its formation rather than at the top of the

letter.

Introduce reflection prompts and questions to support students to

monitor and improve their handwriting. For example:

• Are the letters the right size?

• Are ‘tail’ letters (descenders) the same length?

• Are evenly-sized joins used?

• Is there a sharp point when joining to the next letter (except for

the letter ‘e’)?

• Can any letters be improved?

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 28

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters with diagonal joins to

short letters, including from the letters ‘h’,

‘i’, ‘k’ and ‘l’.

dditional practise: Diagonal joins to the

letter ‘e’.

ontinue to revise keyboard

layout with a focus on

coordinating both left and right

hands and fingers

simultaneously to find the

location of keys.

Handwriting legibility and fluency

Revise previously taught diagonal joins to short letters.

Introduce additional diagonal joins to short letters. Highlight that the

dot is added last when joining to the letter ‘i’.

Software functionalities and typing

Encourage students to practise typing accurately before trying to

increase typing speed. Highlight that the use of the backspace key

to delete errors can become problematic and accurate typing is

more efficient than quick correction.

n/a Inserting visual elements into a

text, including images.

Software functionalities and typing

Introduce inserting visual elements, including images, shapes or

icons. Support the use of pull-down menus and movement between

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 29

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

applications. For example, between Microsoft Word and a web

browser, or PowerPoint and an image saved in a personal folder.

Cursive letters with diagonal joins,

including from the letters ‘m’, ‘n’, ‘t’, ‘u’

and ‘z’.

Additional practise: Diagonal joins to the

letter ‘e’.

Keyboard layout including the

home, top and bottom row.

Handwriting legibility and fluency

Revise previously taught diagonal joins to short letters. Add the

crossbar last to the letter ‘t’.

Make a slight wave at the bottom of the letter ‘z’.

Revise students’ understanding of pressure. Provide students with

different pens and pencils to write with and have them determine if it

feels easier to write with some implements more than others.

Software functionalities and typing

Continue frequent typing practise to support accuracy.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 30

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters with diagonal joins to tall

letters, including to the letters ‘b’, ‘h’, ‘k’,

‘l’ and ‘t’.

Inserting visual elements into a

text, including images.

Handwriting legibility and fluency

To form a diagonal join from the baseline to a ‘tall’ letter, continue

the exit hook all the way up to the top line (line 1) and then retrace

back down the letter.

Add the crossbar last on the letters ‘f’ and ‘t’. The cross bar extends

across both letters when writing double ‘t’.

Note: diagonal joins to the letter ‘f’ are positioned with diagonal joins

to anticlockwise letters.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 31

Term 4 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Understand that legible handwriting is consistent in size and spacing and can support learning

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

• Select and insert visual, print and audio elements into texts

Table 7 – Term 4 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters with diagonal joins to

anticlockwise letters, including from the

n/a Handwriting legibility and fluency

Diagonal joins to anticlockwise letters are sometimes called ‘drop-in’

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 32

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

letters ‘a’, ‘c, ‘d’, ‘e’, ‘h’ and ‘i’.

Additional prac

tise: Diagonal joins to the

letter ‘s’.

or ‘backtouch’ joins.

Anticlockwise letters include ‘a’, ‘c’, ‘d’, ‘f’, ‘g’, ‘o’, ‘q’ and ‘s’.

When joining to an anticlockwise letter, the exit should reach to the

top of the next letter. The pen(cil) is then lifted, and the next letter is

‘dropped into place’ and touches the exit hook on the way down.

Diagonal joins

to the letter ‘f’ are positioned just below the neckline

(line 2).

When writing doubl

e ‘s’, there is no join.

n/a Keyboard layout including the

home, top and bottom row.

Selecting and i

nserting print

Software f

unctionalities

and typing

Students use graphing

functions to create graphs or charts. Revise

the use of pull-down menus and introduce the features that support

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 33

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

elements, including graphs, into

texts.

accuracy and efficiency, such as the Undo and Redo functions.

Cursive letters with diagonal joins to

anticlockwise letters, including from the

letters ‘k’, ‘l’, ‘m’, ‘n’, ‘t’, ‘u’ and ‘z’.

Additi

onal practise: Diagonal joins to the

letter ‘s’.

Keyboard layout including the

home, top and bottom row.

Handwriting legibility and fluency

Revise already taught diagonal joins to anticlockwise letters and

introduce additional letters that use this join.

Software functionalities and typing

Revise correct finger placement on the keyboard. Encourage

students to return to the ‘home keys’ after each keystroke. Practise

typing skills as regularly as possible with a focus on accuracy over

speed.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 34

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

n/a Basic keyboard shortcuts functions

for common tasks, including to

insert images.

Software functionalities and typing

Continue to develop efficiency with inserting images from a range of

locations. Copy and paste images with the use of the mouse and

shortcut keys, including:

• Ctrl+X (Cut): Cuts (removes) content from its original location

and copies to the clipboard for use.

• Ctrl+C (Copy): Copies an image or content without removing it

from its original location. It can be pasted elsewhere (using

Ctrl+V) as many times as needed.

• Ctrl+V (Paste): Once content is copied to the clipboard, this

function allows content to be pasted into a different location.

Cursive letters with horizontal joins to

short letters, including from the letters ‘f’,

Keyboard layout and functions to

type texts with basic punctuation

Handwriting legibility and fluency

Horizontal joins come from the letters ‘f’, ‘o’, ‘r’, ‘v’, ‘w’, and ‘x’.

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 35

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

‘o’, ‘r’, ‘v’, ‘w’ and ‘x’.

Additional pr

actise: Horizontal joins to

the letter ‘e’.

marks.

These letters finish on or near line 2. Horizontal joins are sometimes

called ‘neckline’ joins.

Most horizontal joins are made by extending the exit of the first letter

to meet the next letter. A small dip is used between letters.

When joining to the letter ‘e’, the dip needs to be a bit lower so the

letter can begin at its usual starting point.

The letter ‘f’ joins onto the next letter by extending its crossbar to the

right. There is no dip when joining from the letter ‘f’.

Note: the letter ‘f’ does not join to the letter ‘e’.

Software functionalities and typing

Explore the dual purpose of the shift key, demonstrating how it is

used for both capital letters and punctuation purposes.

Students experiment with using the shift key to produce basic

punctuation marks on a digital device.

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 36

Term 4 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Join letters using consistent size and spacing to develop fluency

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

• Select and insert visual, print and audio elements into texts

Table 8 – Term 4 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and Supporting information for teachers

Cursive letters with horizontal joins to

‘tall’ letters, including from the letters ‘f’,

‘o’, ‘r’, ‘w’ and ‘x’.

Selecting and inserting audio

elements into texts.

Handwriting legibility and fluency

Revise that horizontal joins come from the letters ‘f’, ‘o’, ‘r’, ‘w’

and ‘x’.

typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 37

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

When maki

ng a horizontal join to a tall letter, sweep up to the top

of the letter and then retrace back down.

The letters ‘ff’ and ‘ft’ use the crossbar to join letters. The

crossbar is written last.

Note: horizontal joins to tall letters can also be positioned above

the neckline (line 2).

wh wk wl

where hawk slowly

Software functionalities and typing

Introduce types of audio elements, such as sound effects, music

and voice recordings. Review and extend students’

understanding of using pull-down menus and accessing saved

files when inserting audio elements.

Cursive letters with horizontal joins to

anti-clockwise letters, including from the

n/a Handwriting legibility and fluency

Anti-clockwise letters include ‘a’, ‘c’, ‘d’, ‘f’, ‘g’, ‘o’, ‘q’ and ‘s’.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 38

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

letters ‘f’, ‘o’, ‘r’, ‘v’, ‘w’ and ‘x’.

Addi

tional practise: Horizontal joins to

the letter ‘s’.

When joining to an anti-clockwise letter, extend the exit dip

across to the start of the next letter. Then retrace back along the

join as you shape the next letter.

n/a Keyboard layout and functions to

type texts.

Software functionalities and typing

Practise keyboard layout and typing skills with a focus on

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 39

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

accuracy over speed.

Cursive letters with diagonal joins from

below the baseline (descender),

including from the letter ‘q’.

Cursive letters where there is no join

needed, including after the letters ‘b’,

‘g’, ‘j’, ‘p’ and ‘y’.

Sel

ecting and inserting audio

elements into texts.

Handwriting legibility and fluency

The letter ‘q’ goes below the baseline to line 4.

Letters that finish in a clockwise direction do not join to the next

letter.

Software functionalities and typing

Revise types of audio elements. Students insert audio recordings

using different software, such as Microsoft Word, Google Docs or

PowerPoint. Explore the similarities and differences in the

features of each program.

Consolidate Term 4 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 40

Stage 2 – Year 4

Term 1 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Apply appropriate pressure when joining letters

• Join letters when writing familiar words

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Use knowledge of the keyboard layout and functions to type texts

Table 9 – Term 1 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Revise NSW Foundation Style handwriting, n/a Handwriting legibility and fluency

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 41

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

including:

• lower case letters

• upper case letters

• punctuation marks

• numerals.

To suppor

t legibility and fluency, revise:

• Letter formations: practise NSW Foundation movements

that form the basis of legible, fluent handwriting, includi

the s

loped:

— anticlockwise ellipse movement

— clockwise ellipse movement

— downstroke movement.

• Posture: feet should be flat on the floor and the chair

should be at an appropriate height and tucked in under

the table. Both hips and knees should be at a 90-degr

angl

• Paper: the non-writing hand holds the paper. This non-

writing arm can take the weight to allow the writing arm

glide over the writing surface.

• Pencil grip: students hold their pen(cil) firmly betw

een

thei

r thumb and index finger, balanced on their middl

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 42

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

finger (not too tightly).

Cursive letters and words with diagonal joins

to short letters.

n/a Handwriting legibility and fluency

Diagonal joins come from letters with exits near the baseline,

including ‘a’, ‘c’, ‘d’, ‘e’, ‘h’, ‘i’, ‘k’, ‘l’, ‘m’, ‘n’, ‘t’, ‘u’ and ‘z’. To

form a diagonal join, the exit hook continues upwards to the

start of the next letter.

Most diagonal joins meet the next letter at the top of the letter’s

body at a 45-degree angle.

Diagonal joins to the letter ‘e’ are a smooth upward stroke. The

join is positioned between Line 2 and the baseline.

Alternatively, the letter ‘e’ begins its formation at the top of the

letter.

The cross bar on the letter ‘t’ is added last. It is positioned on

line 2.

Note: all letter joins have been introduced as part of the Year 3

instructional sequence. These include diagonal joins and

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 43

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

horizontal joins to all:

• short letters

• tall letters

• anticlockwise letters.

Students have also been introduced to clockwise letters that do

not join in NSW Foundation Style handwriting, including

precursive and cursive script.

Cursive letters and words with diagonal joins

to tall letters including ‘b’, ‘h’, ‘k’, ‘l’ and ‘t’.

n/a Handwriting legibility and fluency

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 44

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

To form

a diagonal join from the baseline to a tall letter

(ascender), continue the exit hook all the way up to the top line

(line 1) and then retrace back down the letter.

Add the crossbar last on the letters ‘f’ and ‘t’. The cross bar

extends across both letters when writing double ‘t’.

Highlight that holding a pen(cil) with too much pressure can

cause fatigue and reduce fluency.

Compare pen(cil) grip pressure when writing with different

pencils, pens, and fine liners. Students monitor if it feels easier

to write with some implements more than others and if their

hand becomes sore or tired.

Note: increasing the width of the pen(cil) shaft, including with a

pencil grip if needed, can reduce pen(cil) grip pressure.

Cursive letters and words with diagonal joins

to anti-clockwise letters including ‘a’, ‘c’, ‘d’

and ‘f’.

Use knowledge of basic

keyboard functions.

Handwriting legibility and fluency

When creating a diagonal join to an anticlockwise letter, the exit

should reach up towards the top of the next letter. The letter is

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 45

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

then ‘dropped’ into place and touches the exit on the way down.

These are sometimes known as ‘drop-in’ or ‘backtouch’ joins.

The cross bar extends across both letters when writing double

‘f’.

Software functionalities and typing

Revise the position of a device.

Use knowledge of keyboard functions, such as:

• space bar to put a space between words

• backspace to delete text

• enter to start a new line

• shift and caps lock to type capital letters.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 46

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters and words with diagonal joins

to anti-clockwise letters including ‘g’, ‘o’, ‘q’

and ‘s’.

Use knowledge of basic

keyboard functions.

Handwriting legibility and fluency

Revise previously taught diagonal joins to anti-clockwise letters.

Software functionalities and typing

Revise content of basic keyboard functions.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 47

Term 1 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Join letters when writing familiar words

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Monitor goals that build on typing accuracy and rate

• Select and insert visual, print and audio elements into texts

Table 10 – Term 1 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

n/a Keyboard layout to support typing

accuracy and rate.

Software functionalities and typing

Revise keyboard layout, including the:

• home row with the letters and punctuation:

A S D F G H

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 48

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

J K L ; ‘

• top row with the letters and punctuation: Q W E R T Y

I O P [ ] \

• bottom row with the letters and punctuation: Z X C V

N M , . /

Revise the use of the enter key, space bar and the backspace

key. Guide the placement of fingers on the ‘home keys’ as a

starting point and after each keystroke. Encourage use of a ‘light

touch’ with a smooth and rhythmic typing motion.

Cursive letters and words with tricky

diagonal joins.

•

Diagonal joins from the letter ‘q’.

• Di

agonal

oins from the letter ‘z’.

eyboard layout to support typing

accuracy and rate.

Handwriting legibility and fluency

The letter ‘q’ descends below the baseline to line 4. When joining

from the letter ‘z’, there is a little wave before joining to the next

letter.

Revise pen(cil) grip pressure. Support students to monitor if they

have a comfortable grip that allows the hands and fingers to

move freely and easily when writing.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 49

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Sof

tware functionalities and typing

Continue keyboard layout familiarity with a focus on developing

typing accuracy. Support students to develop hand-eye

coordination by looking at the screen and practising typing

without constantly visually referencing the keyboard.

Cursive letters and words with tricky

diagonal joins.

• Di

agonal joins to the letter ‘e’.

• Di

agonal joins to the anticlockwis

etter ‘f’.

Setti

ng goals to support typing

accuracy and rate.

Handwriting legibility and fluency

Diagonal joins to the letter ‘e’ are a smooth upward stroke. The

join is positioned between line 2 and the baseline, where the

letter ‘e’ begins its formation, rather than at the top of the letter.

Letters join onto the letter ‘f’ just below the neckline (or line 2).

Software functionalities and typing

Use knowledge of keyboard layout to build on typing accuracy

and rate.

When setting goals for typing, there are two main areas that are

used to measure performance. These are:

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 50

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• Diagonal joins to the anticlockwise

etter ‘s’

• words-per-minute (WPM) or typing rate

• accuracy or the number of characters typed correctly.

Students can use the following as a guide to set their own

realistic typing goals.

• Beginner

— 15 wpm

— (75 cpm)

— 80% accuracy.

• Intermediate

— 25 wpm

— (125 cpm)

— 85% accuracy.

• Advanced

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 51

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

— 35 wpm

— (175 cpm)

— 90% accuracy.

Cursive letters and words where no join

is needed, including after the letters ‘b’,

‘g’, ‘j’, ‘p’, ‘s’ and ‘y’.

Working towards goals to support

typing accuracy and rate.

Select and insert images.

Handwriting legibility and fluency

Letters that finish in a clockwise direction do not join to the next

letter.

Software functionalities and typing

Support students to create a plan to assist with progress towards

their typing goals. Factors to consider include:

• long-term goals broken into smaller goals are most effective

• tracking sheets to record initial WPMs, long-term goals and

eekly/fortnightly progress can improve motivation

• short, frequent typing sessions are most effective. Fo

example, completing 2–3 × 10-minute session per week.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 52

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Demonstrate finding images from various sources. Draw attention

to the quality of images, considering resolution and dimensions.

Demonstrate inserting images into documents using software,

such as Microsoft Word, Google Docs, PowerPoint and Google

Slides. Provide guidance on image size and resizing without

distorting the image.

Consolidate Term 1 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 53

Term 2 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Position a chosen device in a way that facilitates efficient and sustained text creation

• Monitor goals that build on typing accuracy and rate

Table 11 – Term 2 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters and words with horizontal

joins to short letters, including after the

letters ‘f’, ‘o’, ‘r’, ‘v’, ‘w’ and ‘x’.

n/a Handwriting legibility and fluency

Horizontal joins come from the letters ‘f’, ‘o’, ‘r’, ‘v’, w’ and ‘x’.

This is because they finish on line 2. Most horizontal joins have a

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 54

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

slight dip.

When the letter ‘f’ is joining to a ‘short’ letter, the crossbar

extends to join with the next letter.

The letter ‘f’ does not join to the letter ‘e’.

When joining to the letter ‘e’, the dip is bigger than usual.

n/a Device and screen placement to

facilitate efficient and sustained

text creation.

Monitoring of goals to build on

typing accuracy and rate.

Software functionalities and typing

Revise positioning a device or monitor in a well-lit room so that

the screen can be seen without eye strain. Try to position the

device so there is no glare as this can add to eye strain.

The computer screen should be positioned at eye level to

improve posture and reduce neck strain.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 55

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

When building on typing skills, highlight that keeping eyes on the

screen improves long-term typing speed, productivity and

frequency of re-reading work produced.

Cursive letters and words with horizontal

joins to tall letters, including after the

letters ‘f’, ‘o’, ‘r’, ‘v’, ‘w’ and ‘x’.

n/a H

andwriting legibility and fluency

To form horizontal joins to ‘tall’ letters, extend the dip across to

meet the tall letter just below the neckline (line 2), then continue

up to the top of the letter before retracing back down.

When creating a join from the letter ‘f’ to the letter ‘l’, the crossbar

creates the join. There is a slight rise as the crossbar meets the

letter.

The cross bar is used when the letters ‘f’ and ‘t’ are joined. The

crossbar is added last.

n/a Posture to facilitate efficient and

sustained text creation.

Monitoring goals to build on typing

accuracy and rate.

Software functionalities and typing

Students should sit at appropriately sized furniture. Feet should

remain flat on the floor with knees at a 90-degree angle. Focus on

trying to keep elbows close to the body.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 56

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Use knowledge of the keyboard layout using the home, top and

bottom row to build on typing accuracy and rate. Provide

opportunities to type punctuation, numbers, symbols and special

characters.

Cursive letters and words with horizontal

joins to anticlockwise letters, including to

the letters ‘a’, ‘c’, ‘d’, ‘f’, ‘g’, ‘o’, ‘q’ and

‘s’.

n/a Handwriting legibility and fluency

When creating a horizontal join to an anti-clockwise letter, the exit

from the letter needs to be extended to the starting point of the

next letter. Then retrace back along the join to finish shaping the

next letter.

When joining from the letter ‘f’ to the letter ‘s’, use a straight

horizontal line.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 57

Term 2 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Apply appropriate pressure when joining letters

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Search, filter, select, download and save relevant digital information

• Monitor goals that build on typing accuracy and rate

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 58

Table 12 – Term 2 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive letters and words with double

letters that use:

• a diagonal join, including ‘cc’, ‘dd’

‘ee

’, ‘ll’, ‘mm’, ‘nn’, ‘tt’ and ‘zz’

• a hor

izontal join, including ‘ff’, ‘oo’

and ‘rr’

• no j

oin, including ‘bb’, ‘gg’, ‘pp’

and

‘ss

’.

Using keywords and phrases when

completing an online search.

Handwriting legibility and fluency

When writing double letters, it is important they both have the

same formation, size and slope. Highlight keeping the join

between double letters short.

Discuss the importance of appropriate writing pressure to reduce

hand fatigue or to have writing that is faint or illegible. Lesson

warm-up activities could include:

• gradual pressure activities where students draw lines

that

transition from thin to thick

• practising shading boxes with varying pressure.

Software functionalities and typing

Provide students with strategies to use keywords and phrases

when completing an online search, including:

• brainstorming words related to a topic

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 59

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• expanding a list of keywords by including synonyms and

ariations of terms.

Highlight the importance of specificity. Too broad a topic may

result in an overwhelming number of search results, yet a focus

that is too narrow may find too few results.

Cursive letters and words with tricky

horizontal joins.

• Horizontal joins to the letter ‘e’.

• Hor

izontal joins to the letter ‘f’.

• Hor

izontal joins to the letter ‘s’.

Monitoring goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

When creating a horizontal join to the letter ‘e’, drop the exit dip a

little lower. The ‘e’ then begins at its usual position.

The letter ‘f’ is ‘dropped into place’ to meet the horizontal join

from the previous letter just below the ‘neckline’ at line 2. When

writing double ‘f’ the cross bar goes across both letters and is

added last.

When joining to the letter ‘s’ as a diagonal or horizontal join, the

top of the letter is retraced before heading down to complete the

rest of the letter.

Both the entry and the exit of the letter ‘x’ take place at the

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 60

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• H

orizontal joins to the letter ‘x’.

‘neckline’ (line 2).

Software functionalities and typing

Continue developing typing accuracy and rate through short,

frequent opportunities for practice. Students record progress on a

tracking sheet and revise plan as required.

n/a Using search and filter functions

to find relevant digital information.

Software functionalities and typing

Continue developing typing accuracy and rate through short,

frequent opportunities for practice.

Teach how to refine search queries with the use of Boolean

Operators. These are simple words (AND, OR, NOT) used as

conjunctions to combine or exclude keywords in a search,

resulting in more focused and productive results.

• AND: narrows down results by requiring all keywords to be

present

• OR: broadens results by including any of the keywords

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 61

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• NOT: excludes specific keywords from results.

Cursive letters and words with horizontal

joins from the letter ‘f’.

electing and saving relevant

digital information.

Handwriting legibility and fluency

Revise joins to the letter ‘f’ prior to reviewing horizontal joins from

the letter ‘f’.

When joining from the letter ‘f’, the crossbar is used to join to the

next letter.

Highlight the slight rise in the crossbar when joining to the letter

‘l’.

The letters ‘ft’ and ‘ff’ share a common crossbar. The crossbar is

drawn last.

Support students to self-evaluate when writing with varying

pressure. Students identify the most appropriate pressure to

apply for personal handwriting fluency.

Software functionalities and typing

Students select and save (both automatically and manually)

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 62

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

digital files following agreed class conventions for naming files

and folders. Demonstrate the importance of file management

when creating, naming and organising digital files.

Consolidate Term 2 content

Term 3 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Monitor goals that build on typing accuracy and rate

• Use word-processing program functions or augmentative and alternative communication (AAC) to draft and revise texts

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 63

Table 13 – Term 3 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Using pen(cil) lifts with diagonal joins to

anticlockwise letters, including ‘a’, ‘c’, ‘d’,

‘f’, ‘g’, ‘o’, ‘q’ and ‘s’, to support fluency.

n/a Handwriting legibility and fluency

Writing too many letters in a row can cause hand fatigue. Adding

pencil lifts for ‘drop-in’ letters provides the hand with a short rest

which can facilitate fluency.

Using pen(cil) lifts with horizontal joins to

anticlockwise letters, including ‘a’, ‘c’, ‘d’,

Monitor goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 64

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

‘f’, ‘g’, ‘o’, ‘q’ and ‘s’, to support fluency.

Conti

nue to support writing fluency through a focus on pen(cil)

lifts and decreasing the size of letters.

Revise the importance of applying appropriate pressure to

enhance handwriting legibility and fluency.

Software functionalities and typing

Revise goals for typing accuracy and rate. Continue developing

skills through short, frequent opportunities for practice. Include

opportunities to type punctuation, numbers, symbols and special

characters.

Using pen(cil) lifts with letters that do not

join to support fluency.

Use dot-points or numbered lists to

organise information when drafting

texts.

Handwriting legibility and fluency

Pen(cil) lifts after letters that do not join provide the hand with a

short rest which can reduce fatigue. The break between letters

also provides an opportunity to move the writing arm across the

page.

Software functionalities and typing

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 65

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

ghlight the importance of keeping formatting consistent when

creating lists. This can include with the style of dot points, spacing

and indentation.

Model creating dot points that are brief and easily understood.

n/a Word-processing functions,

including spell check, to revise

texts.

Software functionalities and typing

Introduce the use of program functions that can be used when

revising texts, including spell check. Explicitly teach how to:

• enable the software application in the program settings

• identify potential errors, review the suggested corrections

carefully and how to accept or reject suggestions.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 66

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Maintaining the correct slope when

writing cursive letters with an ascender

or descender, including ‘b’, ‘d’, ‘f’, ‘g’, ‘h’,

‘j’, ‘k’, ‘l’, ‘p’, ‘q’, ‘t’ and ‘y’.

rd-processing functions,

including spell check, to revise

texts.

Handwriting legibility and fluency

To support handwriting legibility, revise that the slope of ‘tall’

letters (ascenders) and ‘tails’ (descenders) must be the same.

Software functionalities and typing

Continue to develop use of the spell check function when revising

texts.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 67

Term 3 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Understand that legible handwriting is consistent in size and spacing and can support learning

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Monitor goals that build on typing accuracy and rate

• Use word-processing program functions or augmentative and alternative communication (AAC) to draft and revise texts

• Select and insert visual, print and audio elements into texts

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 68

Table 14 – Term 3 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Revise NSW Foundation style

handwriting, including:

• lower case letters

• upper case letters

• punctuation marks.

Monitor goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

Explore when Foundation style writing is preferred over cursive

handwriting. For example, when writing labels or captions on

diagrams and maps. Provide opportunities for students to develop

skills in a range of contexts.

Software functionalities and typing

Revise strategies which support typing accuracy and speed,

including:

• typing without looking at the keyboard to build muscl

emory (rather than visual memory)

• maintaining proper hand and finger placem

ent on the

eyboard (‘home key’ position)

• proofreading texts at the end to catch and correct errors.

Revise writing numerals, including Use word processing functions, Handwriting legibility and fluency

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 69

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

numbers in the thousands with

abbreviations.

such as cut, copy and paste, to

reorganise written content when

revising texts.

Focus on maintaining consistent size and spacing when changing

from numerals to letters and words.

Software functionalities and typing

Revise the use of cut, copy and paste functions to reorganise

written content in a text. Support the use of pull-down menus,

mouse functions (right click) and short cut keys.

Cursive letters and words with diagonal

joins to the modified letter ‘s’.

Cur

sive letters and words with horizontal

joins to the modified letter ‘s’.

Select and insert visual elements

into texts.

Handwriting legibility and fluency

The anticlockwise letter ‘s’ can be modified so there is less to

retrace.

When writing double ‘s’, always make them the same style. If the

letter ‘s’ is at the start of a word, the modified letter ‘s’ is optional.

Software functionalities and typing

Revise placing images into a text from a range of sources.

Introduce inserting a text box to add information about the

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 70

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

image.

n/a Monitor goals to build on typing

accuracy and rate.

Select and insert visual elements

into texts.

Software functionalities and typing

Students identify and concentrate on specific areas where they

need to develop skills. For instance, typing numbers or when

special characters, such as quotation marks, are used.

Continue to revise and consolidate skills from the previous week.

Consolidate Term 3 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 71

Term 4 (early)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Monitor goals that build on typing accuracy and rate

• Use word-processing program functions or augmentative and alternative communication (AAC) to draft and revise texts

Table 15 – Term 4 (early) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Cursive writing that is smaller in size to

facilitate fluency.

n/a Handwriting legibility and fluency

Writing fluency can be increased by smaller writing. Provide

students with lined paper that supports a reduction in the size of

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 72

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

their letters.

Focus on ensuring that the height and width of letters maintain

correct proportionality.

Cursive writing that maintains a

consistent slope to facilitate legibility.

Create tables or diagrams to

organise information when drafting

texts.

Handwriting legibility and fluency

Handwriting that maintains a consistent slope is easier to read.

To support this, students can:

• complete slanting exercises to improve muscle memory and

control

• use lined slope guidelines

• adjust hand positioning so that the angle of the pen(cil) is i

ine with the intended slope.

Software functionalities and typing

Use a word processing program to select, insert and place

content in a table. Creating and using tables can support writing

skills, such as paragraphing. Revising dot-points can strengthen

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 73

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

learning.

Cursive writing with joins that are of a

consistent width to support legibility.

Monitor goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

Highlight the importance of keeping the width of joins consistent.

Provide examples of words that do and do not have joins of a

consistent length. Students identify and make corrections as

necessary.

Software functionalities and typing

Continue to include short, frequent opportunities for students to

develop their typing skills.

n/a Word-processing functions,

including a thesaurus, to revise

texts.

Software functionalities and typing

Introduce the use of program functions that can be used when

revising texts, including a thesaurus. Explicitly teach how to:

• enable the software application in the program settings

• identify and select appropriate synonyms.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 74

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

The use of shortcut keys can be introduced if appropriate.

Cursive writing with consistent spaces

between words to support legibility.

Monitor goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

Handwriting that has consistent spaces between words is easier

to read. Provide a sample text with both correct and incorrect

spacing on each line. Students rewrite the passage to show

spacing consistency.

Software functionalities and typing

Continue to include short, frequent opportunities for students to

develop their typing skills.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 75

Term 4 (late)

Handwriting legibility and fluency

EN2-HANDW-01 forms legible joined letters to develop handwriting fluency

• Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text

Software functionalities and typing

EN2-HANDW-02 uses digital technologies to create texts

• Search, filter, select, download and save relevant digital information

• Monitor goals that build on typing accuracy and rate

• Use word-processing program functions or augmentative and alternative communication (AAC) to draft and revise texts

• Select and insert visual, print and audio elements into texts

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 76

Table 16 – Term 4 (late) suggested instructional sequence for Handwriting and digital transcription

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

Sustaining NSW Foundation Style

cursive across a text.

Monitor goals to build on typing

accuracy and rate.

Handwriting legibility and fluency

Provide students with longer sections of text to support sustaining

cursive script. Identify that achieving a balance between legibility

and writing speed is important; being able to write in cursive with

ease, and without unnecessary hesitations, can facilitate learning.

Students may also be provided with opportunities to use

handwriting for tasks such as note-taking.

n/a Select and insert audio elements

into texts.

Integrate software functionalities,

including typing skills, to create a

document for a specific purpose

and audience.

Software functionalities and typing

Explicitly teach how to insert audio elements into a text.

Students create a document to consolidate using taught software

functions and typing skills.

For example:

• typing using home, top and bottom rows

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 77

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

• changing font and size of text

• cutting, copying and pasting

• inserting text boxes

• inserting images

• using tools to revise writing such as spell check

and

thes

aurus.

Sustaining NSW Foundation Style

cursive across a text.

Use word processing functions to

draft and revise texts.

Integrate software functionalities,

including typing skills, to create a

document for a specific purpose

and audience.

Handwriting legibility and fluency

Continue to focus on sustaining fluency and legibility with longer

sections of text. Re-teach any specific joins for letter

combinations and provide feedback on consistency with letter

proportions, slant and spacing.

Software functionalities and typing

Continue to consolidate and extend skills.

Sustaining NSW Foundation Style Integrate software functionalities, Handwriting legibility and fluency

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 78

Handwriting legibility and fluency Software functionalities and

typing

Supporting information for teachers

cursive across a text.

including typing skills, to create a

document for a specific purpose

and audience.

Continue to focus on sustaining fluency and legibility with longer

sections of text. When possible, provide opportunities to apply

handwriting skills when note-taking.

Software functionalities and typing

Continue to consolidate and extend skills.

Consolidate Term 4 content

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 79

References

This resource contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This

content is prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright.

Please refer to the NESA Copyright Disclaimer for more information https://educationstandards.nsw.edu.au/wps/portal/nesa/mini-footer/copyright.

NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards

Authority (NESA) website https://educationstandards.nsw.edu.au/ and the NSW Curriculum website https://curriculum.nsw.edu.au/home.

English K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2022.

Askvik EO, van der Weel FR and van der Meer ALH (2020) ‘The importance of cursive handwriting over typewriting for learning in the classroom: A

high-density EEG study of 12-year-old children and young adults’, Frontiers in Psychology, 11:1–16, doi:10.3389/fpsyg.2020.01810.

Crockett L, Jukes I and Churches A (2011) Literacy is NOT Enough: 21st Century Fluencies for the Digital Age (The 21st Century Fluency Series),

Corwin, Thousand Oaks.

Graham S, Harris KR and Fink B (2000) ‘Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers’,

Journal of Educational Psychology, 92(4):620–633, doi:10.1037/0022-0663.92.4.620.

Mackenzie NM (2022) Handwriting and keyboarding: Key secretarial writing elements for transcribing language, Teaching and learning primary

English, Oxford, Docklands, Australia.

Mackenzie NM and Spokes R (2020) ‘Supporting meaning-making through handwriting and keyboarding’, Teaching writing: Effective approaches for

the middle years, Allen & Unwin, Crows Nest, Australia.

English Stage 2 – Instructional sequence – Handwriting and digital transcription | 80

Mueller PA and Oppenheimer DM (2014) ‘The pen is mightier than the keyboard: Advantages of longhand over laptop note taking’, Psychological

Science, 25(6), 1159-1168.

State of New South Wales (Department of Education) (2023), Handwriting: Explicit handwriting instruction [PDF 160 KB], NSW Department of

Education website, accessed 13 November 2023.

The copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of Education or,

where indicated, by a party other than the NSW Department of Education (third-party material).

Copyright material available in this resource and owned by the NSW Department of Education is licensed under a Creative Commons Attribution 4.0

International (CC BY 4.0) license.

This

license allows you to share and adapt the material for any purpose, even commercially.

Material in this resource not available under a Creative Commons license:

• the NSW Department of Education logo, other logos and trademark-protected material

• material owned by a third party that has been reproduced with permission. You will need to obtain permission from the third party to reuse its

material.

Links to third-party material and websites

Please note that the provided (reading/viewing material/list/links/texts) are a suggestion only and implies no endorsement, by the New South Wales

Department of Education, of any author, publisher, or book title. School principals and teachers are best placed to assess the suitability of resources

that would complement the curriculum and reflect the needs and interests of their students.

If you use the links provided in this document to access a third-party's website, you acknowledge that the terms of use, including licence terms set out

on the third-party's website apply to the use which may be made of the materials on that third-party website or where permitted by the Copyright Act

1968 (Cth). The department accepts no responsibility for content on third-party websites.