Level 4 Inclusive Education: Literacy and Numeracy Assignment

This assignment for a Level 4 Award in Inclusive Education explores literacy and numeracy through practical application. It includes a group work component focused on developing decodable sentences based on phonics principles, using flashcards to create sentences. The individual component involves creating four maths games designed to help early childhood pupils learn and understand basic mathematical concepts through play and everyday activities. The games include 'Number Ways', 'The Bowling Game', 'Tracing Game', and 'Kitty and Tiger Game', each utilizing simple, cheap resources and engaging visual aids to reinforce number recognition, sequencing, and basic mathematical skills. The assignment emphasizes the importance of making learning fun and accessible for young children.

Course
Title
Level 4 Award in
Inclusive education (10
week course)
Unit
Number &
Title
Literacy and Numeracy
Lecture
r
Chris Bugeja Assignmen
t Title
Literacy and Numeracy
Date Set Deadline
Date
Class /
Group
Academic
Year
Student
Name ID Number
Student’s declaration prior to hand-in
I certify that the work submitted for this assignment is my own and that I have read
and understood
Doc 032 Plagiarism Policy.
Student’s declaration on assessment special arrangements (Leave blank if not
applicable)
I certify that adequate support was given to me during the assignment through the
Institute and/or the Inclusive Education Unit.
I declare that I refused the special support offered by the Institute.
Student
Signature:
Date
:
Assessment Criteria Max
Mark
Marks
Achieve
d
Criteria: Knowledge and Understanding
L.O. 1: Identify the adequate resources to plan the support of students
according to the literacy area being tackled.
L.O. 2: Identify the adequate resources to plan the support of students
according to the numeracy area being tackled.
36
Criteria : Application & Analysis (Part B)
L.O. 1: Apply literacy and numeracy and skills according to the
identified need and required support of the learner.
34
Criteria : Synthesis and Evaluation
L.O. 2: Evaluate own adaptations in relation to the core competences
checklists.
30
Total Assignment Mark 100

Feedback
Learner signature Date
Assessor signature Date

Part A: Group Work: Decodable Sentences
The goal of phonics is not for children to be able to state the “rules” that govern letter-
sound relationships. Instead, the primary aim is to get across the alphabetic principle. This is
the principle that there are systematic relationships between letters and sounds. Phonics ought
to be conceived as a technique that helps get children off to a fast start in mapping the
relationships between letters and sounds. Therefore, it follows that phonics instructions
should be aimed at teaching children only the most important and regular letter-to-sound
relationships because it is the sought of instruction that will most directly lay bare the
alphabetic principle. Once the basis relationships have been taught, the best approach to help
the children refine and expand their knowledge of letter-sound correspondences is through
repeated opportunities to read.
Most children benefit from the opportunities to practice accurate and fluent reading in
stories. Under the approach, the term “decodable text” is used to describe stories and other
materials that are used in sound-letter relations, which the children are learning as well as
well as some high-frequency sight words. Decodable text might also contain a limited
number of “special words” which are meant to make the text more interesting for the
children. It is important to note that decodable stories provide children with learning
challenges an opportunity to practice whatever they are learning about letters and sounds. For
instance, if children know the sound-letter relations such as: -m/m/,s/s/,t/t.,p/p/,e/e and, a/a
it is possible to use special words such as “the, elephant, said, no, and thank you” can be
used to create decodable sentences/stories. The sentences below are some of the decodable
sentences that can originate from the flash cards containing the letters and sounds m/s/t/p/e/a.
1. Pat and the Elephant.
2. Pat met the elephant.
3. The elephant met Pat.

4. Pat sat on the mats.
5. The elephant sat.
Part B: Individual Component: Four Maths Games
To help early childhood pupils learn and understand maths it is important to use
everyday activities to boost their learning. This can be done in the form of maths games,
which encourage the students to learn maths by exploring, noticing and talking about maths.
Below are four maths games which would help children learn maths easily.
1. Number Ways
It is important for learners to grasp the basics of mathematics for them to have a
smooth ride as they advance. In this regards, it is important for teachers to introduce the
basics of maths in a fun way to children. One of the ways of doing this is using the “number
ways” game. This is a game that is aimed at improving the children’s knowledge of numbers
through game and play. It is one of the most powerful and natural way through which
children learn numbers. The game is based on the series of number knowledge and helps
provide foundational knowledge in maths for early childhood pupils. The game uses simple,
cheap resources, and storytelling skills. Below is an image that shows how the game can be
approached.
2. The Bowling Game

Another numbers and numbers sequence game that can help children learn the basics
of counting is the bowling game. The game involves the use of plastic bottles and floor
counters. It is a simple game that can be created using recycled items, which makes it easy
for a teacher or even parent to use. Below are some images that show how the game takes
place.
3. Tracing Game
This is yet another interesting maths game that can be used to help children aged
above 4 years learn about numbers and maths. The idea is to form numbers using toothpicks
and strings. The game reinforces orientation and helps students understand the direction of
the lines that are needed to write different numbers. Below is a visual representation of the
game.

4. Kitty and Tiger Game
The foundations of understanding maths is the recognition of the different numbers.
One of the games that can help get children to start counting ten forwards and backwards is
the kitty and tiger game. In this particular game, the child becomes a “hero” who saves the
day. This is by taking the number of steps down on a die. Below is a visual representation
showing how the game can be played.