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Handwriting Programme
unique and
proven to w
ork
.... enabling communication and creativityacross the entire curriculum
inspiring
and invaluable
fun and
motivatin
gstep by step
toolkit for
teachers
'Everything is explained, giving their objective and purpose which I think is essential for effective implementation'
'Practical ideas that can be implemented quickly'
'Fantastic training-productive, exciting and useful'
'Margaret Williamson has gone to great lengths to provide the next generation of teachers with an innovative, step-by-step toolkit for teaching every pupil to write confidently and legibly as well as to understand the importance of doing so. Better still, the 2012 Early Learning Goals have been addressed at every stage of the process.'
'….when I learnt Push and Pull movements, I got my letters the right way round.' (Ed 6 Years)
‘I can use Kinetic Letters to get my ideas out ' (Dominic 7 Years )"
www.kineticletters.com
Margaret Williamson has taught in both state and independent schools and worked extensively with Paediatric Occupation Therapists to design a Multi-Sensory Handwriting programme that is developmentally appropriate for both boys and girls.
Contact Margaret Williamson for:
• Staff INSET • Workshops • Talks
• Consultation• Training• Learning support
intelligent
logical
practical
Teachers
Do you face these challenges?
Reluctant writers Untidy writing
Inefficient pencil holds
Letter reversalsUnderachievement
is the solution
Fast progress
Close the boy / girl attainment gap
Eager writers
Whole curriculum benefits
4 month progress with Kinetic Letters (girl lower ability year 2)
(modelled content)
Before
(independent content)
After 3 months
www.kineticletters.com
a complete package
Teacher's Handbook "an invaluable toolkit"
Teaching programme linked to NC objectivesDiagnostic photos and diagramsBackground "how and why" information
Large format for class teaching
Big Book
www.kineticletters.com
Pupil's Target Book "a brilliant idea"
Individual target setting and recordingHome school communicationLearning evidence
1
3
2
