In a pupil interview, a Year 4 boy once said to me, “I don’t like writing — it makes my hand hurt.” And there you have it. Handwriting is a skill that many children, and adults, struggle with. They are put off writing, not because of the difficulties of composition but of transcription. They have not learned how to sit, how to tilt the page, how to hold the pencil with a relaxed grip or how to develop a comfortable, flowing, fluent style — so it makes their hands hurt!
In a digital age, is handwriting still important?
Handwriting that is efficient, fluent and readable is the basis of successful writing.
(Happy Handwriting Teacher’s Guide, 2021)
The importance of handwriting in developing pupil’s writing cannot be overstated. Fluent handwriting is a significant predictor of positive writing outcomes, while a lack of such fluency can constrain pupils by hindering their composition, reducing motivation and preventing others understanding what they have written.
(The writing framework, July 2025)
In other words, yes! Handwriting is still important! It is one of the foundation stones underpinning the process of writing, which in turn underpins the whole of the curriculum, which in turn underpins life beyond the classroom.
In the Simple View of Writing model, the new writing framework recognises that when the skills of transcription become automatic and unconscious, the mind is free to concentrate on the other important bit — composition.
Based on Ofsted’s 2022 research review in English, the new writing framework uses the term managing pupils’ cognitive load — or, we could say, overload. It’s rather like learning to drive. In those early days, there is just too much to think about, and concentrating on the many elements is both daunting and scary! But, through a combination of good teaching and plenty of practice, some aspects become automatic and the whole process starts to become more enjoyable and much less scary!
As teachers, we have all taught pupils who are bursting with knowledge and ideas but, for a number of reasons, lose all confidence and enthusiasm when spelling and handwriting get in the way. It is heart-breaking to see their self-esteem and engagement diminish.
The writing framework puts the teaching of handwriting firmly at the heart of the curriculum, giving it the importance it deserves; but it is the consistency of the approach, the quality of the direct teaching and the follow-up support for all pupils that come under scrutiny.
What is Happy Handwriting?
Pupils should be taught handwriting precisely, in a clearly sequenced progression, starting from reception, to support their gradual acquisition of skills.
(The writing framework, July 2025)
Happy Handwriting is based on the findings of a wide range of research from around the world, and draws on the expertise of Dr Jane Medwell, Associate Professor of the School of Education, University of Nottingham.
Happy Handwriting is not just a series of photocopiable sheets to be handed out and completed independently — it is a complete programme of support. It contains detailed whole class lesson plans for each year group from reception to year 6 with clear, direct teaching points; opportunities to practise, refine and embed; and enjoyable and interesting follow-up activities. It is supported by online visual material and short photocopiable practice sheets. It is active, participatory and multi-sensory, including activities such as paired talk, speed challenges, singing and rhyme.
Every week, the programme builds on previous learning, with clear objectives and assessment criteria to ensure that no-one gets left behind. The clear font has been developed with legibility and fluency in mind, and it is available as a free download to allow teachers to use it across the curriculum.
How does Happy Handwriting meet the recommendations of the new Writing Framework?
Reception — all the basics
To build strong foundations, handwriting instruction should start in term 1 of reception.
(The writing framework, July 2025)
Happy Handwriting meets the EYFS Early Learning Goals for Writing and all the recommendations in the new writing framework — discrete daily teaching in small steps, additional to any handwriting taught in phonics sessions; teacher demonstration; multi-sensory activities; and lots of opportunity to practice.
It places emphasis on teaching correct posture, pencil grip and letter formation right from the beginning and encourages both gross and fine motor skills alongside talk. Repeated activities such as Pattern Write, Rainbow Write and Write Over build a consistency of approach.
Letters are taught in families according to their formation – Curly Caterpillar, Long Ladder, Robot, Zigzag and both letter names and alphabetical order are introduced.
KS1 — joining and more
Happy Handwriting follows the expectations of the national curriculum for years 1 and 2 and meets the recommendations from the new writing framework.
Further emphasis is placed on posture, pencil grip and letter formation to ensure pupils develop a comfortable, fluent, legible style of writing, e.g.
1, 2, 3, 4 are your feet flat on the floor?
5, 6, 7, 8 make your back nice and straight.
Pupils are encouraged to write whole sentences, with appropriate attention to capital letters and punctuation. Letter names and alphabetical order are further embedded.
Basic letter joins are introduced and there is a focus on frequently-used digraphs and letter combinations, e.g. ee, ea, ey, ily, on, an.
In Year 2, each week establishes a routine of introducing a join with activities such as air writing and body writing, practice sessions, and more independent tasks, using the joins to develop flow and automaticity.
Please note: There is no national curriculum expectation that all handwriting should be joined, simply that it should be comfortable, legible and automatic.
KS2 — fluency, automaticity and appropriateness to the task
In key stage 2, the national curriculum focuses on increasing the legibility, consistency and quality of pupils’ handwriting, with the aim of increasing the fluency and speed with which they are able to write down what they want to say.
(The writing framework, July 2025)
In years 3, 4, 5 and 6, Happy Handwriting builds on previous learning, with raised teacher expectations and frequent opportunities for pupils to develop automaticity. It goes beyond just writing out passages in a script — it supports the national curriculum and writing framework recommendations of teaching pupils that ‘the nature of the handwriting needs to be appropriate for the particular task’, such as when to use printing or capital letters (e.g. a form or a poster); when a task requires speed writing (e.g. note-taking or drafting); or when extra care should be taken, such as when writing a formal message. The tasks are designed to be interesting and engaging, and there is a focus on appropriate punctuation, spacing and paragraphing. Skills such as proofreading, editing and improving are also developed by the end of Year 6.
Handwriting doesn’t have to make your hand hurt! If taught precisely and through a discrete sequenced progression, it can open doors to the exciting world of being a writer.
Stephanie Austwick
Teacher, Literacy Consultant and Author
Stephanie is part of the author team for Happy Handwriting. Visit collins.co.uk/HappyHandwriting to find out more.