Case Studies

Case study one:

From a personal observation within placement, the literacy component of the National Literacy and Numeracy Framework (LNF) has been implemented within a lesson that has been carried out. By carrying out this activity it would allow the literacy component to be used appropriately within the accurate age set used to work on a learning aspect during free play of the children’s within their classroom setting. This activity was carried out within the arts and creative area within the nursery’s classroom; the children were given images of animals related to the spring season, and had to name the animals on the little cards and match them to the younger version of the animals and name the younger version too, for example recognise and matching the images of a horse to a foal. These matching pictures of the animals were then needed to be stuck together within one book, and the children were asked to attempt to write their name next to the two matching pictures they stuck down to also work on their writing skills. Then once all of the matching pictures were stuck down, and the children had attempted to write their name next to the set then there was a spring-themed poem that the children listened to, and repeated themselves. The area of learning that was being addressed within this lesson plan was the language, literacy and communication area.

The outcomes that were created for this particular activity were to successfully follow the instructions that were provided to the children throughout the task, but to also follow and recognise how the children use the abilities that were found in the LNF and implemented within the literacy-based task.

The intention of this lesson plan was to follow the LNF on several strands, starting off with the ‘oracy across the curriculum’ in the ‘speaking’ aspect by the description from the LNF that nursery children are able to “talk about, in simple terms drawings, models and actions.” (Wales. National Literacy and Numeracy Framework, 2014) this was carried out effectively during observation as the children spoke about the animals that they recognised within the images, which ones they matched to as younger animals and with prompt answering questions about how they are linked to the spring. The prior knowledge surrounding this ability was that the children within the class all are very skilled when it comes to naming and matching pictures from past observations that have been carried out before. Using this skill during the activity allowed the children to understand and learn about animals that are found in the spring, where the animals are found and live and the names of the animal’s younger babies that they might not have known. Alongside that it also allowed the children to use a skill of learning from what they see for themselves and communicate it effectively.

Another intention of the lesson plan following the ‘oracy across the curriculum’ strand and now in the ‘collaboration and discussion’ aspect was to “take part in activities alongside others.” (Wales. National Literacy and Numeracy Framework, 2014) this was also carried out effectively as this was carried out within a group task of around six pupils, and throughout there was a lot of help being provided to one another by the pupils as some of them were finding it difficult to name the younger version of the animals or identify which ones they were linked to. The prior knowledge surrounding this ability was very effective as a lot of activities that have been carried out within the placement are often group-based, and the children are very placid and hardworking when working in group tasks by helping each other. Using this skill allowed children to understand how to collaborate and work with their peers within the classroom to share and help one another on a task. Linking this to a theory; as cited by Bennet, Rogers and Wood (1997, pp. 12) they quoted how Vygotsky described that “Social interaction with peers and adults helps children to make sense and create meaning from experience within a shared cultural framework.” This concludes how working within group tasks and experiencing support from a practitioner is really beneficial within a child’s development during their education as it helps mould how to work together with others and problem solve in activities they face.

“Listen and join in with songs, rhymes and stories.”(Wales. National Literacy and Numeracy Framework, 2014) is another intention in the lesson plan which included the ‘oracy across the curriculum’ strand and the ‘speaking’ aspect. This relates to the LNF because the children carried listening and repeating the poem that was set at the end of the activity well, they all eventually got involved after a few tries of them listening to it. The prior knowledge of this ability was that some of the children that were involved with the group are very confident speakers within the classroom due often working at more of a higher ability and having good enunciation of words and speaking clearly, however the group was mixed abilities and there was some children that are more quite shy speakers due to them not always enunciating words accurately. Using this skill allowed children to listen and repeat effectively, and allows them to understand sounds, phonics and rhythm which can benefit their communication.

Relating to the ‘reading across the curriculum’ strand now and the ‘writing’ aspect, an intention that was included within the lesson plan was to “demonstrate an understanding of the directionality of written print.” (Wales. National Literacy and Numeracy Framework, 2014) this went quite effectively, two children who are recognised at working at higher abilities that the others in the group held the pencil with the correct grip and wrote their names out effectively without any guidance from a practitioner, or even having to have their name spelled out for them in front of them. Whereas the other four children needed guidance from a practitioner on how to hold the pencil accurately and had to been shown how their names looked and spelled. However the skill was used effectively as all the children attempted it even if some of them were just a slight scribble; it was still a way of them trying to write their name in their own form. Using this skill allowed children to use their creativity to attempt to write their name whether it was a clear understanding of their name or a scribble; it allowed them to put their pen to paper and express themselves.

On the whole of this case study using the literacy component when planning progress of the National and Literacy Framework (LNF) it worked successfully. There were several different skills that were found for the nursery age group around different strands within the curriculum that were implemented within the task and recognised as the children were carrying them out. Each of the skills that were used within this task were carried out effectively, some children reached them quicker than others. It shows how children work at different paces, but it also shows how it is important to use information from the LNF even with a nursery setting where they use play as a way of their learning and development than set lessons.

 

Case Study two:

From a personal observation within placement, the numeracy component of the National Literacy and Numeracy Framework (LNF) has been implemented within a lesson plan that has been carried out during the nursery children’s free play. The task was carried out in the building blocks area within the nursery’s classroom; the children first started out with using the blocks to count from one-to-ten forwards and then backwards in a group task of eight, then individually the children drew around both of their hands on a piece of card with guidance and support of a practitioner, they then counted their fingers on the pieces of card and were asked to attempt to write in each finger on the card the numbers one-to-ten. This activity then finished with listening and singing along to the ‘1, 2, 3, 4, 5, once I caught a fish alive’ song. The area of learning that was being addressed within this lesson plan was mathematical development.

The outcomes that were created for this individual task were hopefully to successfully follow the instructions set out once again that were provided to the children throughout the task involving different forms of learning, but to also follow and recognise how the children use the abilities that were found from the LNF and implemented within the numeracy-based task.

The intentions of carrying out this lesson plan were to implement and follow some numeracy based skills within a task of a nursery child’s age. So the first skill used within this task from the LNF was from the ‘developing numerical reasoning’ strand which was to “transfer mathematical skills to play and classroom activities.” (Wales. National Literacy and Numeracy Framework, 2014) this task was carried out within the children’s free play and a group of eight children chose to get involved and use some mathematical skills within this activity that was developed. This skill was successful due to the outcome of how many children actually wanted to get involved with a skill-based task during their free play. Using this skill allowed children to use their own initiative within their own free play and get involved within the mathematical-based task on their own benefit of enjoyment. Linking this to a theory; Bennet, Rogers and Wood (1997, pp. 126) discussed how Jean Piaget described how children work within activities using his constructivist theory describing that children are “actively constructing knowledge from interactions with the environment, resources and peers.” This concludes how the children benefit from getting hands on within the activity on their own behalf due to the atmosphere they are working with depending on the environment they are in and the peers or practitioner they worked with on the task during their own initiative.

Another intention of the lesson plan was also following the ‘developing numerical reasoning’ strand with the plan to “present work orally, pictorially and in written form, and use a variety of ways to represent collected data.” (Wales. National Literacy and Numeracy Framework, 2014) so within this the children presented their work in all three of the forms mentioned. Firstly using the oral form by counting out loud in the group with the number blocks and singing along to the ‘1, 2, 3, 4, 5, once I caught a fish alive’ song. Secondly using pictorial form by drawing out their fingers one by one with guidance and support off a practitioner, and lastly in written form when they attempted to write up to whatever number they could on their fingers with guidance and support off a practitioner if needed. This skill was successful as children got to use all three types of forms whilst involving mathematical skills within each one, it allowed them to follow sequences and even use their creativity when putting pencil to paper whilst drawing around their hands and attempting to write the numbers inside their fingers. Using this skill gave the children several forms to understand and adapt to in a group at first, and individually to use their mathematical skills and development within their play.

In the ‘using number skills’ strand found within the LNF, it states that nursery aged learners are able to “count reliably up to 5.” (Wales. National Literacy and Numeracy Framework, 2014) this skill was clearly used effectively specifically in this task when singing the jingle, but even so the children exceeded this skill and counted reliably up to 10 backwards and forwards when using the number blocks and their fingers. Using this skill allowed children to recognise and use a basic math skill that can help them in basic everyday life skills with counting and one-to-one additional correspondence with objects.

The last skill used and implemented within the lesson plan was found within the ‘using measuring skills’ strand and states that the learners are able to “follow two-step instructions for simple movements within games and play activities.” (Wales. National Literacy and Numeracy Framework, 2014) which was used within the pictorial and written form aspect of this activity when the children were asked to follow a two-step instruction of drawing around their hands and then attempting to write numbers within their fingers on the card to as highest as they could go. This skill was used effectively as it shows how children are not only using their mathematical development skills but effective listening skills and following the instructions giving to them in a sequence.

 

Reference List:

Bennet, N., Rogers, S. and Wood, L. (1997) Teaching Through Play: Teachers’ thinking and classroom practice. (pp. 12) Buckingham: University.

Bennet, N., Rogers, s. and Wood, L. (1997) Teaching Through Play: Teachers’ thinking and classroom practice. (pp. 126) Buckingham: University.

Wales. WAG. (2014) National Literacy and Numeracy Framework. [Online]. Available at: https://learning.gov.wales/resources/browse-all/nlnf/framework?component=literacy&year=6938335_2&selectedYear=col_5&lang=en (Accessed: 27 March 2019)

Wales. WAG. (2014) National Literacy and Numeracy Framework. [Online]. Available at: https://learning.gov.wales/resources/browse-all/nlnf/framework?component=numeracy&year=6938335_2&selectedYear=col_5&lang=en (Accessed: 27 March 2019)