leader’s pack 1 – training and coaching

Leader’s Pack 1 – Training and Coaching

Page 2 Launching Kinetic Letters: first steps and free support

Page 3 FAQs: using the ecourse and launching Kinetic Letters

Page 6 Embedding Kinetic Letters: after training

Page 7 Coaching in Kinetic Letters

Pages 8-9 CPD and revision: using the modules

Pages 10-11 Resources: set up and use

Pages 12-13 Accessing Kinetic Letters eTraining

4 Direct appraiser - how to view details and training progress of staff

Page 15 Certificate – completion of eTraining

©Kinetic Letters® 2021 All rights reserved Page 1 of 15

Launching Kinetic Letters® – first steps

Before you start: • Book your free phone/Zoom call (email [email protected]) with Margaret Williamson

(lead trainer) to clarify your thoughts/questions, prior to beginning to use the training programme.• Prepare for the call:

1. Locate the list of downloadable course documents on the module-listing page.2. Print this set of notes (to use on the call/Zoom).3. Print a copy of the ‘Training Notes’ (to use on the call).4. Watch Module 1 of the course (takes approximately six minutes).

Advise your staff: • Log in and locate the list of downloadable course documents on the module-listing page.• Print the Training Notes which contain important information about:

- The course structure and how to use and navigate the modules- Handwriting requirements of the National Curriculum and the Expected Standards- Phonics and Handwriting- Resources for training activities within the modules- General Index of strategies / terms with references to Training Modules and teaching books.

• Complete all modules and activities (see pp2-5 of Training Notes for guidance).• Revisit training modules frequently, using the drop-down menu in the Key to jump to the

relevant part within a module, in order to:- Consolidate and embed their own learning (by viewing videos and explanations again)- Find teaching strategies to address newly identified learning needs of pupils- Access all read-more pages, to deepen knowledge and for differentiation- Re-watch videos to check on teaching details and use of resources.

Advise SLT (including those not teaching Kinetic Letters) • Complete the training or

Watch Module 1 (6 minutes) for an explanation of how Kinetic Letters achieves Automaticity in handwriting, and for an overview of the inter-connected structure of the Training Modules, Teacher Book and planning documents for each year group; and Watch some of the video selection to gain an overview of Kinetic Letters’ teaching strategies and resources (select from list in the Training Notes).

• Read and personalise the handwriting policy (download the Word version from module-listingpage) which links Kinetic Letters to the National Curriculum.The policy also contains three useful summary documents:

- National Curriculum statutory requirements for handwriting (EYFS – KS2, collated into onedocument)

- Framework of the Expected Standards arranged in a progressive grid (KS1 & KS2)- Kinetic Letters Fluency targets / Assessments, linked to National Curriculum requirements.

Inform Governors about how Kinetic Letters improves data and engagement in lessons. • Play Module 1 (6 minutes) at a Governors’ meeting, for an explanation of how Kinetic Letters

achieves Automaticity in handwriting and an overview of the inter-connected structure of thetraining modules, Teacher Book and planning documents for each year group. This will then informthem for when you share before/after samples at a later date.

• Outline the impact that Kinetic Letters will have on- Automaticity: improving content, creativity, confidence, self-esteem, spelling, punctuation- Strength: improving concentration, pencil hold and pressure, writing speed and stamina- Pencil Hold / Writing position: on letter formation, speed, comfort, stamina, vision- Letter Formation and Writing Characteristics: on speed, flow and joining.

• Explain that you have unlimited access 24/7 to the etraining so staff can revisit to revise andyou can build CPD sessions from the modules to address the training needs of the school and alsouse the demonstration videos for practical staff workshop sessions.

©Kinetic Letters® 2021 All rights reserved of 15

mailto:[email protected]

Launching Kinetic Letters - FAQs

• Course documentsWhere do we find these and what is available?These are all listed on the module-listing page of the etraining and can be downloaded from there.Click on the contents list to see what is included in each pack and keep an eye out for new items, as weregularly update and add to them.Some of the packs are referenced below (in italics).

• National CurriculumDoes Kinetic Letters fulfil the statutory requirements?Yes. (Training notes pp 10-12 has these listed for each year group EYFS-KS2.)

What about the Teacher assessment framework?Kinetic Letters strategies enable pupils to easily achieve all these. In fact, many schools find most pupilsachieve ‘greater depth’ for handwriting at the end of KS1, once Kinetic Letters is embedded.

• PhonicsIs Kinetic Letters compatible with all phonics programmes?Yes. The Training notes pp14-17 give guidance to FAQs from the Reading framework and pp 18-19 giveguidance on balancing handwriting and your phonics programme in Reception- term 1.

• Resources to purchaseWhich resources shall we start with?The Resources pack has two documents: suggested Levels of resourcing and a Resource catalogue whichhas photos and guidance for use. Videos in the etraining modules demonstrate how to use the resources(Training notes p7 has a list of videos available).

Do we need to buy separate handwriting exercise books?No. Pupils learn and practise in air, sand and whiteboards and then as skills are mastered, they transferthem to a ‘Practice Patch’ in their regular English exercise book (see p10 for recommended line rulings).

Why are Kinetic Letters pencils and whiteboard pens important?They make pencil hold easy to learn and correct. They fulfil the National Curriculum requirement ‘The sizeof the writing implement should not be too large for young pupils’ hand… it should allow the pupil to hold iteasily and correctly so that bad habits are avoided’. Thus, Kinetic Letters pencils are slim with a triangularcross-section to provide a resting place for each of the three digits used to hold it, which together with thegreen placement stripe, enable an effective/comfortable grip to suit the mechanics of how the hand works(explained in module 3). The whiteboard pens have a similar slim and triangular cross-section.

Why are lined Kinetic Letters whiteboards important?They have the Tree symbol (to prompt letter formation, letter heights/grounding and spacing) and Monkeyface and Turtle icons to self-assess pencil hold, letter formation, heights and grounding.

• PlanningIs there guidance for how to organise a handwriting session?Yes. Handwriting sessions use the mnemonic START, which includes a repeating cycle of T (targets) toachieve mastery of skills. This is explained in Modules 2, 4 and 5 and the Teacher book (pages 6.12-15).There are planning sheets, to download and use from the Additional resources pack.Recommended timings are 20 minutes daily in EYFS-YR3/4. In Yr5/6 fewer sessions are required to fulfilNational Curriculum statutory requirements to ‘write legibly, fluently and with increasing speed’.

Is there weekly planning for each year group?Yes. The Teacher book chapter 5 has a plan for each year group, that gives a suggested focus for eachThread of the programme for each week of the year.


Launching Kinetic Letters - FAQs (con’t)

• Introducing Kinetic Letters at KS2How do we engage older KS2 pupils in the reasons for a new handwriting programme?-Explain that Kinetic Letters will achieve Automaticity in handwriting, which will enable them to concentrateon getting ideas down on paper without being distracted by an aching hand, difficulty with rememberinghow to form or join letters, or not being able to write fast enough to keep up with their thoughts.

-Outline the 4 Threads of the programme that will work together to achieve this and give a brief explanationof each (e.g. they will probably be amazed what an impact building strength will have on writing; straightaway it is clear that Kinetic Letters is a different way of learning).

-Intrigue them with ‘why’ the different Strands are important, by always sharing the explanations at the startof each Strand, e.g. why the wrist angle affects the movements of the thumb or how just 6 Moves can becombined in different ways to produce all letters and numbers.

-‘Wrap’ some strategies in ‘fancier’ language, e.g. ‘The Tree symbol is the prompt for letter formation, orientation and placement’

‘Sand trays make learning faster by the sensory impact of the textured base and right-angled edge’ ‘Air, Sand, Whiteboard, Paper, make it easy to learn Flow; by starting with large movements and no writing implement, then gradually reducing the scale and eventually adding a writing tool’ ‘Story prompts help memory- which is why people who can do amazing feats of memory use them. They also provide a structure for remembering rules which is why many cultures use them.’

-Do a 3-Colour check so they learn that handwriting is not just about Letter Formation but also WritingCharacteristics. This realisation helps with ‘levelling up’ within the class; maybe a pupil who is chastised fornot having ‘pride’ in their work feels reassured that their writing only looks disordered because they haveincorrect letter heights, or a child who feels they have nothing more to learn because their writing is ‘neat’suddenly realises that if they improved spacing within/between words they could write faster.

(Teacher book p6.10-11 has more ideas to engage pupils and provide ‘Starter Markers’ to record progress.)

Where do we start with KS2 pupils? Staff do the training in Modules 1-4 (unjoined writing) and Strand 3 from Module 5 (Fluency targets). This enables pupils to achieve the expected standards (KS1), learn speed, build foundations for joining and fulfil the national curriculum requirements that pupils in year 5-6 ‘should also be taught to use an unjoined style, e.g. for labelling a diagram or data, writing an email address or for algebra’. Following this, staff complete Module 5 and teach pupils the joining programme.

How do we adapt the planning documents for pupils starting later? A table (Teacher book 6.11) shows how to use the plans at a faster rate, depending on pupils’ starting age.

Our school is going to introduce Kinetic Letters at EYFS/KS1 and then ‘roll it’ through the rest of the school. What elements of the programme could we use in KS2 without changing the style of their current handwriting? -Writing position and the Slide-Slope-Push routine (to help concentration and engagement in lessons).-Pencil hold (to address wrist/arm ache, or sore marks on their fingers because they're not holding thewriting tool in a way that suits the mechanics of how our hands work).-Spacing of letters within words (too widely spaced affects reading and spelling skills).-Spacing between words (too small affects legibility, and too large affects speed of writing).-Spacing across the line (too few words makes it harder to edit or add punctuation).-Grounding of letters (writing that ‘floats’ between lines rather than sitting securely on/below the line affectslegibility and writing speed).-Relative heights of letters (incorrect heights affects legibility and joining).

How can we do the training if we only have Twilights available? Twilight 1: Modules 1, 2, and the first strand of Module 3 (70 minutes). Then discuss/set targets for starting. Twilight 2: Module 3 (All Strands), Module 4, and Strand 3 of Module 5 (85 minutes). Discuss/ set targets. NB- staff to use own time to revisit the modules to access ‘Read More’ links.


Launching Kinetic Letters- FAQs (con’t)

• JoiningWhen do pupils begin joining in the Kinetic Letters programme?-If they begin in EYFS, the planning documents show that they can be ready midway through YR2.

-If they begin later than EYFS, they follow the adapted planning and start at some point in KS2.

Does this fit with National Curriculum statutory requirements? Yes. National Curriculum advises that joining is taught when they ‘can form letters correctly with the correct orientation’ if this occurs in Yr2, but that ‘Joined writing should be the norm’ by the end of Lower KS2. The Teacher Assessment Framework states that to gain ‘greater depth’ at the end of KS1, pupils should be ‘using the diagonal and horizontal strokes required to join letters’, which happens anyway because of the way letters finish in Kinetic Letters (those that finish with a vertical down stroke have an added diagonal ‘flick’ and letter o finishes with a small horizontal line).Details of handwriting in the National Curriculum/Teacher Assessment framework are in Training notes p12.

What about pupils in YR5/6 who still can't write in joined handwriting? Prepare with Fluency targets (to secure KS1 expected standards) then do the Joining programme.

What about pupils who are working at a slower pace of general development? Follow the usual planning progression, but at a slower/appropriate pace. Use the Foundation Book to broaden learning experiences as these strategies are effective for pupils of all ages/developmental stages.

• Tracking progress and AssessmentThe ‘Expected Standards’ assess some of the National Curriculum Statutory requirements forhandwriting but what about the others such as Writing Position and Pencil Hold?The Kinetic Letters strategy of Assess, Detect, Correct is used by teachers and pupils in all 4 Threads ofKinetic Letters. The etraining covers how to do this and then involve pupils in the process.

The Kinetic Letters handwriting policy has a table to show how its Assessment opportunities relate to eachof the National Curriculum statutory requirements.

What other opportunities does Kinetic Letters provide for formative assessment?The START structure of the session enables the adjustment of teaching within it: teachers use theobservations they make during the first ‘T’ (stands for ‘Target practise’- when pupils practise targets thatwere set the previous day while the teacher simply observes) then they use these observations to informthe ‘A’ (stands for Attention focus) of teaching for that day.

What opportunities does Kinetic Letters provide for summative assessment?A Starter Marker can be repeated on 1/2 termly basis, to supply teachers with information about whatpupils have learnt over that time.The 3-Colour check can be used in a number of ways, such as to check progress in a selected pupils work,or to check the effectiveness of their teaching of a target on a randomly selected group of pupils.The end ‘T’ (Target Checking) of the START structure, can be used by the pupils to check some samplelines of the previous day's work against the recently taught target.

What other opportunities are there for self-assessment by pupils?The icons on the whiteboards are used throughout the session; they add a smile to the Monkey face iconto mark maintenance of pencil hold and tick the Turtle icon to mark success in a target about letterformation/writing characteristics/joining.

• How do we quickly locate information about the teaching strategies in Kinetic Letters?Either use the Grand Index (Training Notes pp20-26) to look up the reference for the etraining slide, or usethe list of videos (Training Notes p9) to find which one to watch to quickly revisit the demonstration beforeyou teach.


Embedding Kinetic Letters after training

To ensure consistency throughout the school, make decisions around the following strategies:

1. Handwriting and presentation policy

Download/edit the Word version of the Policy from the module-listing page. Here are some of the issues requiring a decision:

General presentation • Use of Kinetic Letters font- when and for what?• Writing tools - Slim/triangular pencils and pens. Pencils/handwriting pens for wall-work?• Joined/unjoined writing- which year group will this start in?• Dates/titles- to be written unjoined and on 2nd line of books?

Assessment/planning • Planning- for START sessions & across year groups- how will the various documents be used?• Strength targets- how will these be promoted throughout the school?• Pupil writing questionnaire- will this be used as a basis for discussion or filled in?• 3 Colour Check- which parts of this will be used? How/when?• Assess, Detect, Correct- how will this approach be promoted throughout the school?• Monkey Smile targets for Pencil Hold Maintenance- use the printed faces on Whiteboards and

keep a Monkey Face stamp by photocopier to use on worksheets/to make monkey Face strips.• Turtle Ticks- use the printed version on whiteboards to mark letter formation/writing

characteristics.• Practice Patch – use this to transfer mastered targets into books, once weekly.• Letter Family Challenges- try these as warm-ups in staff meetings, to launch use in classroom.• 3 More, better than before- encourage this as a follow-up to 3 By the Tree.

Monitoring progress • Starter Marker- is this to be done half termly?• Fluency targets - how will these be used?• Pencil Hold record sheet- decide on how to use/what time scale is expected?

2. Pencil Hold

• Pencil Song- which class could record this for other classes to ‘sing along to’?• Pencil Checks- how will you monitor consistent language for these (rather than class-variations)?• RAP- how will you ensure the consistent use of this and finger warm-ups?• Use of Monkey Stamp- for transferring Pencil Hold maintenance from whiteboards to paper.

3. Home/after-school care involvement

• Parent meetings- give the parents handouts / offer resources they can buy?• Home pack and resources- send home the Home Pack sheet as each letter is taught?• After-school clubs- encourage them to use the floor and Animal positions for activities?• Website- what information will be placed here? (see guidance in Leader Pack 3)

4. CPD for Kinetic Letters• Self-training- encourage staff to revisit eTraining modules as required (the KL lead can have

Direct Appraiser administration rights to monitor this - contact [email protected] if required).• Group training- run themed staff training sessions (see pp8-9).• Phase leaders’ training- work with them to model teaching and ensure consistency of use of KL

language and strategies.

5. Coaching- This is bespoke, designed around your school’s training needs and can be of the durationyou require (for further details, see next page or contact [email protected] with yourrequirements).


mailto:[email protected]

Kinetic Letters - On-line Coaching

Content: Bespoke, designed around your school’s training needs. Duration: Whole day, Half-day, Twilight, 1-Hour ‘One to one’ for leaders. Delivery: On-line with Margaret Williamson (Lead Trainer) or face to face with an accredited coach Structure: Focus on a specific subject eg START structure / Transfer to books / Pencil Hold / Identifying

next steps and their implementation Example: Below is an example of a successful day plan and teacher feedback comments. It followed

completion of the etraining course and a term of teaching the Kinetic Letters programme.

Aim of the coaching • To identify and implement Next Steps.

Teacher comments ‘The advice on next steps felt achievable and well explained; not only targets to achieve but an in-depth look at how to begin, secure and maintain them.’

Preparation before the day • Send writing samples /photographs of pupils working /START video at least one week before the

day, for coach to look at and plan the focus of the coaching.• print off training handouts sent by coach, following the above submission.

Teacher comments : ‘As Margaret had already seen examples of our work, the coaching could be targeted to our school and each year group’

Organisation of the day • Group of staff to attend for 1½ hour sessions (approx.) throughout the day.• The Kinetic Letters Lead was present in every session to gain an overview of the current situation

and next steps.• End of day feedback to SLT/HT/governor/trust leaders.

Headteacher comments: ‘We were able to gain a real sense of what was going well across the school and what remains an issue to address. At the same time, staff had a really personalised session tailored to their needs and questions. I then shared the end of day reflections with a member of our governing body, which was really valuable’.

Structure of coaching sessions • Scrutiny of writing samples using a 3-colour check, with training in how to address identified

issues.• Observational photos/video used with staff to Assess Detect and Correct issues (linked to writing

samples/class books).• Handouts used to record findings, and references made to Training Modules and Teacher Book.

Teacher comments: ‘ I liked the way all advice and teaching were linked back to what was seen in books and current practice.’

Other opportunities • Demonstration/workshops of resources and strategies.

TA/LSA comment: ‘I liked having the opportunity to speak to Margaret in person and ask my own questions about using the resources.’

• Focused questions

Teacher comment: ‘Good to discuss my own class and gain very clear feedback on using strategies and next steps’

Overall comment: ‘The staff found Margaret approachable and helpful. It was an informative and collaborative training session.’ To discuss your particular requirements, prices and available dates, contact [email protected]


CPD and revision with the modules The structure of the eTraining makes it easy to select Strands to build staff meetings / twilights / INSET, to increase implementation, build confidence and address identified needs.

• Either build your own sessions by using the index (downloadable from the eTraining module-listing page) that cross-references the eTraining with all available Kinetic Letters books.

• Or choose the table below that has the focus you require and then select from the given list ofStrands to build your session. Note that the timings given will need to be extended if you intendreading / discussing the ‘Read More links’ or trying the activities / resources whilst watching avideo demonstration.

Focus: START session plan Module Strand Select from: Comments

2 Forearm and Wrist 4 min Floor-lines to position board angle, up/downhill ‘I frequently revisit these strands to ensure my staff are using the cyclical START structure.’ Headteacher

2 Writing positions 14 min Integrating Writing positions

4 Move it, Say it, Write it 16 min The Practice Patch / transfer to paper

4 Lower-case Letter Formation 15 min START session- Unjoined writing

5 Joining Charts 20 min START session- Joined writing

69 min

Focus: Classroom organisation Module Strand Select from: Comments

2 Pelvic Girdle 6 min Carpet squares/ enhance outdoor provision

‘We find it useful to focus on a few strategies at a time to truly embed each one across the School’ Phase Lead

2 Shoulder Girdle 6 min Animal position in use / photos displayed

2 Hands and Fingers 2 min Wrist bands. Finger rhymes

2 Dexterity and Manipulation 12 min Set up Traffic light boxes (if appropriate)

2 Writing positions 14 min Slide-Slope-Push routine for positioning

2 Writing positions 14 min Floor-lines labelled / Box supports for feet

3 Pencil Pick up and Checks 10 min Pencil Song displayed / music recording

3 Refined Finger Movements 7 min Finger workout RAP displayed / played

3 Pencil Hold Maintenance 5 min Monkey Smile target stamps / strips

3 Assess Detect Correct 9 min Slim/Triangular grip pencils and whiteboard pens

3 Assess Detect Correct 9 min Pencil weights/Curly caterpillars and storage leaves

4 Monkeys and the Tree 22 min Tree display / Monkeys / Tree symbol / Quick Tree

4 Move it, Say it, Write it 16 min Sand tray use / Whiteboard and pen care

4 Lower-case Letter Formation 15 min Target Lists / START session integrated /

4 Capital Formation 3 min Posters displayed / Sand Trays accessible

4 Number Formation 5 min Posters displayed / Whiteboards accessible

5 Joining Programme intro 14 min Target lists in use / HF word lists / Pupil book

5 Joining Charts 20 min Class ebook for Joining Charts practise 3hr 10 min


Focus: Use of resources

Module Strand Select from: Comments

2 Pelvic Girdle 6 min Carpet squares/ outdoor resource provision

‘Following basic training and the purchase of resources, it is useful to run additional workshop sessions for staff on how to use these. We match appropriate training slides / videos and then let the staff try out the resources for themselves to build confidence.’ HLTA

2 Shoulder Girdle 6 min Animal position in use / photos displayed

2 Hands and Fingers 2 min Wrist bands. Finger rhymes

2 Dexterity and Manipulation 12 min Set up Traffic light boxes (if appropriate)

2 Writing positions 14 min Slide-Slope-Push routine for positioning

2 Writing positions 14 min Floor-lines labelled / Box supports for feet

3 Pencil Pick up and Checks 10 min Pencil Song music/recording

3 Refined Finger Movements 7 min Finger workout RAP

3 Pencil Hold Maintenance 5 min Monkey Smile target stamps / strips

3 Assess Detect Correct 9 min Slim/Triangular grip pencils and whiteboard pens

3 Assess Detect Correct 9 min Pencil weights/Curly caterpillars and storage leaves

4 Monkeys and the Tree 22 min Tree display / Monkeys / e story-books

4 Move it, Say it, Write it 16 min Sand tray use / Whiteboard and pen care

4 Lower-case Letter Formation 15 min Target Lists / Playing card games /HF word lists

4 Capital Formation 3 min Posters displayed

4 Number Formation 5 min Posters displayed

5 Joining Programme intro 14 min Target lists in use / HF word lists

5 Joining Charts 20 min Class ebook- Joining Charts / Pupil book 3hr 9 min

Focus: Assessment Module Strand Select from: Comments

2 Pelvic Girdle 6 min Audit use of outdoor provision

‘It is useful to revisit these assessment opportunities in the training strands to ensure they are used to full effect and that staff are using them to fulfil the National Curriculum requirements.’ Year Group Lead

2 Shoulder Girdle 6 min Measurable targets / Animal positions

2 Forearm and Wrist 4 min Slide-Slope-Push routine

2 Dexterity and Manipulation 12 min Traffic light progression/Pencil Hold record sheet

2 Writing positions 14 min Integrating Writing positions

3 Pencil Pick up and Checks 10 min ADC-Pencil Checks

3 Pencil Hold Maintenance 5 min Monkey smile targets

3 Assess Detect Correct 9 min ADC-3 Friends Pencil Hold

4 Move it, Say it, Write it 16 min The Practice Patch / transfer to paper / Turtle Ticks

4 Lower-case Letter Formation 15 min ADC- Letter Formation and Writing Characteristics

4 Lower-case Letter Formation Target letter / pair / word / sentence

5 Enabling Flow 4 min Letter Family challenges

5 Fluency Targets 11 min Starter Marker / Fluency targets / 3-colour check

5 Joining Charts 20 min Target pair / Target word / Target sentence 2hr 12 min


Resources: use and set up The following guide is to help you lead staff in integrating the teaching resources

Tree symbol and ground/sky lines (to guide writing on whiteboards/books/paper) • Tree display- Each classroom needs one (see TM4-3.4 for proportions, ground/sky lines, pit etc).

- Use the Monkeys from it, to model the Letter Moves in teaching sessions.- Refer to this Tree Display, to prompt memory, when writing in books throughout the day.

• Teachers to model handwriting ‘By the Tree’, using a Ground-line and Sky-line:- Write on a Kinetic Letters teacher whiteboard.- Draw a ‘Quick Tree’ with Ground/Sky-line on any blank whiteboards before writing date/title.- Add ground/sky-lines to vocabulary words displayed on walls.- Use Kinetic Letters sentence strips (they have the Tree and lines printed on each strip).

• Pupils to write ‘By the Tree’, to guide Formation, Orientation, Heights, Grounding and Spacing: in sand tray,then on whiteboard and finally on paper (see details below).

Sand Trays • Set up - Attach the Tree guides. Use only 1 mm of bone-dry sand (see instructions supplied with trays).• Use them with all ages of pupils (see video demo TM4-4.7):

- To learn/practise Letter Formation, within a START session.- To practise Flow and speed (without the need to hold a pencil).- To practise Joining letters, with the Overwrite-Freewrite strategy (see TM5-4.9).

Whiteboards • Use the special features of the Tree and the Monkey Smile targets and Turtle Ticks (for self-assessment).• Care - Wipe only with a cloth, never with fingers (which makes them greasy and harder to erase), or wear a

sock on the Helping Hand and use this for cleaning. - Put away clean.- Always write on a surface that supports the forearm (never rest boards on knees).

• Select appropriate line rulings- 3 lines for extra-needs or nursery age.- 6 lines for learning formation (for all pupils beginning Kinetic Letters).- 9 lines for KS2 when learning speed/flow.

• Exemplars: Display teacher and pupil examples of handwriting (leave out a few pupil whiteboards after asession for 1-2 hours before packing them away).

Exercise books / lined paper Note: separate handwriting books are not used; mastered targets are transferred into pupils’ usual exercise books. • Size of line rulings - 15mm for Reception, 12mm for Yr2, 10mm for KS2, in books

- Use paper with the same rulings and Quick Tree symbol (photocopy masters from theAdditional Resources pack).

- Use these same rulings on worksheets etc (plain paper is only suitable for drawing)• Add the Tree symbol to guide formation/spacing across the line (pupils either draw their own Quick Tree.

Kinetic Letters Font • Digital font - Check this is loaded correctly (instructions on Font memory stick pdf to ensure correct display).

- Use it consistently throughout the school for unjoined and joined writing.- Use the Kinetic Letters Tree symbol (short cut key |) when typing vocab words/sentences.- Download and save the full Tree Symbol to use for displays

• Handwritten font - Teachers to model Kinetic Letters in/out of the handwriting sessions- Display teacher examples of sentences (to show the value of writing by hand).- Display pupil examples (leave out a few pupil whiteboards after a session for 1-2 hours).

Pencils and pens • Use these Kinetic Letters writing tools as their triangular cross-section provides a flat face for each of the 3

digits used for Pencil Hold, and their small diameter is appropriate for small hands. Their impact onteaching/correcting Pencil Hold is enormous and it is important to explain this to the purchasing department ofyour school, to avoid purchasing pens & pencils of an unhelpful hexagonal shape or large diameter- point outthat you buy small sized scissors/cutlery for small hands, the same reasoning applies to writing tools.


• Care of whiteboard pens- store horizontally; erase writing with cloth, sock, or rubber, not fingers which makesthe pen tip greasy (see detail in the Resources pack on the module-listing page and demo video TM4-4.10).

• Caterpillars and their storage leaves- a class will need 1/3 pack of Blu-tack to make caterpillars for each pupiland store on a cardboard ‘leaf’ (TM3-5.6).

• Weights- provide ‘pencil toppers’ or wraps of Blu-Tack for all pupils because a weighted pencil/whiteboard penhelps pencil hold and pressure (TM3-5.5).

Monkey Stamp The stamp’s face links to the monkey faces on the whiteboards where they are used for pupils to self-assess pencil hold maintenance with Monkey Smile targets.

• Print the image onto strips of paper to make photocopiable Monkey Face strips (TM3-4.7)• Print the image onto worksheets before photocopying.

Phonics cards • String them up into alphabets/ number lines for EYFS.

• Use the phonics cards in phonics sessions.

• Stand them up by the Sand Trays to use as exemplars of letters written By the Tree.

Letters and Numbers mats • Use to prompt Letter or Number formation when writing independently on paper or practising in Sand.

• Use to learn the Letter Families and for reference in Family Challenges (TM5-2.5).

• Use to link to the phonics session (the illustrations match those on the phonics cards).

Story books • Use e-versions on an interactive whiteboard (‘IWB’); the illustrated letters help learning and recall, and young

children can act out the stories while looking at the pictures.

• Use paper copies for group work.

Class book • Use your 3 downloads of the ebook in a range of situations; class IWBs, electronic tablets for group/individual

work. Annotate when teaching to add pupil prompts or specific targets.

Playing cards • Use the Playing Cards games (downloadable from the Resources Pack on the module-listing page) to:

- reinforce Letter and Number Formation.- reinforce knowledge of the Letter Families.- develop speed and flow and work on Fluency targets by playing Family Challenges.

Home pack • Send home to practise (send the instruction sheet so parents understand about only practising 3 By the Tree).• Print out the alphabet sheet for home use.

Posters • Display Letter Family posters to show formation:

- EYFS: gradually display as they are taught.- KS1&KS2: display all posters, with the focus one highlighted.- Use the Family Feature, overwritten in red, to make links within Families (TM4-5.3 has details).

• Ensure Working position/Pencil Hold posters are displayed and used by all adults to check/prompt.


Accessing Kinetic Letters eTraining

Invitations will be sent to the email addresses that the school has provided for each class. Each email invitation will contain

• A unique username• A password• The link to the

training webpage.

Click on the link and access the training Login webpage. We recommend using the Google Chrome browser.

Please do NOT use Safari as the programme is not compatible with it.

Enter the supplied username and password. Now click Login.

You will then be asked to change the password which you should do. Please let colleagues who will be using the eTraining know the unchanged username and the new password.


You will then arrive at the Terms & Conditions page. Please read them and, if you are satisfied with them, click the Accept button

Now you will arrive at your Home page where you will find the Kinetic Letters Full Training Programme.

Click on Access course and you will be taken to the page where the five modules and associated documents are listed.

If your course is not listed, see Troubleshooting below.

Begin by looking at the Course Documents and then print the Training Notes for the course.

Now launch the module you want to study.

Return to Additional

resources to download

the Packs as required.

Repeating / revising a completed module

Once you have completed a module, you are able to repeat or revise any part of it, just click Restart. There is no restriction on how any times you can login and view any of the modules. Access is available 24/7 from school or home.

To navigate within a module, use the Key image (screen top right) to jump to the Strand you want to visit, and click on the blobs on the wavy Strand (along the top of the screen) to jump about within the Strand.


Direct appraiser: How to view details and training progress of staff

1. From the home screen, access the Appraisees menu

2. Assigned appraisees will be displayed in the table on this page

3. To view an appraisee’s details, select the icon in the Details column.

Appraisee’s training dashboard and CPD dashboard can be viewed from here by selecting the options in the corresponding columns. These will give an overview of the appraisee’s training and CPD activity.

4. To view an appraisee’s training history, select the icon in the History column.

5. All training will be displayed alongside the appraisee’s status. Data can be exported in PDFand Excel formats using the Select action dropdown menu.
