Reception Autumn 2 Blog and Checklist

From big movements to letter families in Reception

by Emma Woodward, Hub Lead

From big movements to letter families in Reception
Watch a child paint a sweeping arc on an outdoor easel, then draw a tiny window on a picture of their house. Both activities give them practice in controlling movement, at very different scales. In Reception, we can plan for both while teaching children how to form letters.

Build movement into everyday provision
In the autumn term, give children plenty of opportunities to develop the physical skills they use when writing. The DfE’s Writing Framework recommends activities that build gross and fine motor skills and strength alongside direct handwriting teaching and practice. assets.publishing.service.gov.uk

• Go big. Use chalk on the playground, large brushes and water on a wall, or ribbons to make sweeping arcs and loops. Climbing, crawling and pushing wheeled toys offer other ways to practise whole-body control.

• Reach across the body. Invite children to paint a line across a wide sheet of paper or reach with one hand for a beanbag placed on the opposite side. These are playful ways to practise crossing the midline, the imaginary line down the centre of the body.

• Work on smaller movements. Offer dough to pinch and roll, pegs to clip, beads to thread and construction pieces to join. Give children reasons to use pencils and crayons too, such as drawing a map, making a sign or adding details to a picture.

• Watch how children manage the task. Can they steady the paper with one hand while drawing with the other? Is their grip comfortable? Can they control where a line starts and stops? These observations help adults decide what to model or practise next.

Introduce letter families from Spring 1
Spring 1 can be a starting point for teaching letter families as a planned sequence. During autumn, children can already learn to form individual letters as they meet them in phonics. From Spring 1, group letters with a shared starting point or movement so children can apply a familiar pattern. For example, if it fits your school’s handwriting approach, revisit the curved start in c before showing how that movement begins o, a and d. Model where to start, which way to move and where to finish, then give children a short opportunity to practise with feedback. assets.publishing.service.gov.uk
Keep large-scale movement, fine motor play and purposeful mark-making available as letter-family teaching begins. A child might paint broad curves outside, practise forming c with an adult and later use it on a sign for their model car park. Each activity gives them a different kind of practice.