English, Science and Mathematics.
During the school term, research into children’s learning through English, Mathematics and Science has been collected from a small rural school with 102 children on role. Due to the size of the school, year groups are split leaving a maximum of 15 children for Literacy and Mathematics in each class. Science lessons are taught to mixed year groups, with the year group being merged into 3 and 4. This Leaves 29 children for each Science lesson. The Research Report DFE-RR169 carried out by the Department of Education looks at class size and education in England. In particular this research report looks at class sizes, and the impact this may have on educational outcomes. According to (Ipsos, Mori, 2008), class size is the third highest reason parents send their child/children to a private school. However contrary to these results, the article states that even though smaller class sizes do have a positive impact upon children’s learning, such positive outcomes tend to be small and filters out after a few years. Both (Haitte, 2009) and (Rivkin, 2011) have found evidence to believe that the impact on children’s learning from reducing class size is smaller when compared to the effect other types of interventions have on learning in the classroom. Both researchers looked into how effective the class teacher was in their teaching compared to decreasing the size of the class. Findings show evidence to suggest the effectiveness of the class teacher played a more prominent role than that of the class size. Supporting research (DCSF, 2007) indicates class size may not be the main contributing factor which influences children’s learning. The DCFS looks into the importance of family and home life with relation to home learning in education. Findings show that parents are not aware of how important their role is in their child’s education. Some people believe the links between classroom teaching and relevant learning theories are important such as Wyse & Jones (2007, p.24). An opposing belief found in the same piece of research suggests that if we apply more emphasis on theory, practice will be negatively impacted upon. The child that is to be studied in depth has been selected from year 4 to be observed across the curriculum in their studies. This Child has been chosen with relation to their ability level in each of the core subjects being observed and their development of learning. Child A comes from an affluent background, he also has an older sibling at the school. (DCSF, 2007) have found reason to believe home background impacts upon some children’s learning and development. However the (DCSF, 2007) also highlights the impact social development and effective teaching has on the child as a learner. Having looked into different ways the child’s learning may be impacted upon; a further insight shall now be given into how the focus child learns through Literacy, Maths and Science. This will help highlight possible grounds for progression of the child’s knowledge and understanding. All findings shall be supported by research to ensure reliability of such findings to support progression where possible.
Child A as a Literacy Learner
During Literacy lessons the focus child has been observed with specific observations relating to his writing. This area was decided to be looked at further as child A has shown he has achieved National averages in both reading and numeracy, however falls slightly below in his writing thus gaining results equivalent to his peers in years 2/3. Appendix 1, page 15/16. During Literacy lessons, Child A is fully engaged in vocal group discussions and is able to express his opinions on task activities. Appendix 2, page 17. However, when Child A is asked to complete independent work which involves writing in his book he becomes distracted. This links into Steiner’s theory of learning which combines practical activity...