Assessment Requirements The task requires students to develop a sequence of systematic synthetic phonics lessons and assessment suitable for either Kindergarten or Year 1. The key components include:

Assessment Requirements

The task requires students to develop a sequence of systematic synthetic phonics lessons and assessment suitable for either Kindergarten or Year 1. The key components include:

• Lesson Planning: Design 5 explicit phonics lessons based on a selected scope and sequence from the DSF (Decodable Synthetic Phonics) curriculum. Identify prior knowledge and the sequence of grapheme-phoneme correspondences (GPCs) to be covered.
• Developmental Suitability: Ensure activities and content are appropriate for the targeted year level.
• Explicit Instruction: Apply the pedagogy of explicit instruction consistently throughout lessons.
• Systematic Synthetic Phonics (SSP): Ensure lessons reflect SSP, distinguishing from other phonics approaches.
• Phonemic Awareness Integration: Include complementary phonemic awareness activities to reinforce learning.
• Assessment Alignment: Embed assessment opportunities that align with lesson content and allow clear evaluation of student progress.
• Engaging Activities: Design engaging, supportive activities that reinforce children’s phonics development.
• Clarity and Usability: Lessons must be logical, concise, and easily teachable by another teacher.
• Reflection and Quality Assurance: Demonstrate understanding of the sequence, explicit instruction, and phonics development goals.

Approach by Academic Mentor

1. Understanding Requirements:
   The mentor guided the student to carefully read the assignment brief, DSF scope & sequence, and assessment rubric. Emphasis was placed on knowing exactly which sequence of GPCs to teach and the developmental level targeted.
2. Selecting Lesson Content:
   The student chose the starting point in the DSF sequence, identified 5 consecutive lessons, and selected the GPCs and example words. The mentor helped ensure that prior knowledge was considered for scaffolding learning.
3. Lesson Structuring:
   Each lesson was structured with:
   • Clear learning objectives
   • Explicit instruction plan
   • Phonemic awareness activities linked to the phonics content
   • Engaging, interactive activities for students
4. Assessment Integration:
   Mentor guided the student to embed formative assessment opportunities within each lesson. These included observation tasks, short written activities, and oral assessments aligned with the lesson objectives.
5. Ensuring Developmental Suitability:
   Activities were reviewed to confirm they were age-appropriate for Kindergarten or Year 1, ensuring cognitive load and literacy skills were considered.
6. Ensuring Systematic Synthetic Phonics Integrity:
   The student checked lessons against SSP principles, ensuring no embedded or analogy phonics were included, and that phonemic awareness complemented the phonics instruction.
7. Drafting and Reviewing:
   Mentor encouraged the student to draft lessons clearly and logically, with concise instructions. Reflection notes were included to highlight lesson goals, expected outcomes, and links to prior learning.
8. Final Checks:
   • Alignment with unit materials
   • Correct use of terminology and key vocabulary
   • Grammar, spelling, and readability for other teachers

Final Outcome

• Completed Lesson Sequence: Five detailed, developmentally appropriate SSP lessons with integrated phonemic awareness activities.
• Assessment Opportunities: Clear and aligned with lesson content, enabling monitoring of student progress.
• Explicit Instruction Evidence: Consistently applied throughout each lesson.
• Engaging Content: Activities designed to reinforce learning while maintaining student interest.
• Reflective Commentary: Highlighted how lessons supported phonics development and unit learning outcomes.

Learning Objectives Covered