Overview

This 25-minute phonics session is designed for Year 1 students (age 5–6), aligning fully with the National Curriculum for England (Reading: Word Reading - Yr 1). The lesson fosters playful learning, encouraging active engagement and multi-sensory experiences suitable for an inclusive classroom, especially supporting children with ASD, language disorders, and epilepsy through differentiated and sensory-friendly approaches.

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National Curriculum References

• English – Reading: Word Reading (Year 1)

  • Pupils should be taught to:
    • apply phonics knowledge to decode words
    • read accurately by blending sounds in unfamiliar words

• English – Spoken Language (Year 1)

  • Pupils should be taught to:
    • participate in discussions, listen to others, and express ideas clearly

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Learning Objectives

By the end of the session, pupils will be able to:

1. Identify and blend specific phonemes (/s/, /a/, /t/) in a playful, multisensory context (NC: word reading - blending phonemes).
2. Recognise and say the corresponding graphemes with confidence.
3. Participate verbally by recounting simple words orally, practising spoken language skills (NC: spoken language for Year 1).

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Resources

• Phonics flashcards with pictures and letters for /s/, /a/, /t/
• Large play mats with printed letters (sandpaper texture) for tactile reinforcement
• Magnetic letters on individual whiteboards
• Soft beanbags or foam balls for a physical sound game
• Visual timer (calm, sensory-friendly, with gently fading colours)
• ‘Phonics treasure box’ with objects starting with /s/, /a/, and /t/ sounds (e.g., sock, apple, toy)
• Headphones and quiet sensory corner for any child who needs a break (ASD friendly)

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Environment Setup

The classroom is arranged with a clear spacious circle area on the carpet for group games, tactile playmats around the room for kinesthetic activities, and quiet corners for self-regulation. Bright, clear labels with phoneme pictures are displayed at child-eye level to support word-sound association. Visual schedules are visible for routine and transition cues, supporting children with ASD.

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Lesson Breakdown

Time (minutes)	Activity	Purpose & Differentiation
0–5	Welcome & Warm-Up: Sound Stretch - Children stretch hands high and low saying /s/ “ssssss” quietly, /a/ “aaaaa”, /t/ “tttt” loudly - Teacher models and encourages individual participation	Engages body & voice, develops auditory discrimination and active participation. Support child with ASD by using visual cues for each sound stretch.
5–10	Phonics Treasure Hunt - In small groups, children explore ‘treasure box’ objects - Say the initial phoneme; match to flashcards - Sensory object exploration for tactile input	Reinforces phoneme-letter correspondence through concrete objects, supporting word recognition and speaking skills.
10–16	Beanbag Sound Toss Game - Children toss a beanbag to a peer, saying the sound when caught or naming a word starting with the sound - Teacher aids language support and ensures turn-taking	Adds kinesthetic and social interaction components; supports speech and turn-taking skills. Visual supports help children initiating speech.
16–22	Tactile Letter Blending on Play Mats - Children trace sandpaper letters /s/, /a/, /t/ on mats, blending sounds aloud to create words: sat, at, as - Use magnetic letters to form same words on boards	Multi-sensory blending game promotes fine motor, phonemic awareness, and word decoding. Adjust difficulty with extra scaffolding for learners struggling with sound blending.
22–25	Recount & Reflection Circle - Each child briefly recounts their favourite activity, using simple sentences - Teacher models sentences (e.g., “I liked the beanbag game because...”) and supports language formation	Develops spoken language skills and personal recount abilities, fulfilling NC spoken language goals.

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Assessment & Success Criteria

• Observation checklist targeting ability to:
  • Recognise and articulate /s/, /a/, /t/ sounds
  • Blend phonemes into simple words
  • Take turns and participate verbally
• Verbal feedback praising effort and phoneme use
• TA notes on individual participation and sensory regulation to tailor future support

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Role of the Teacher / TA

• Facilitator of playful learning: modelling enthusiasm and use of language
• Scaffolder for speech and phonics support, using visual and sensory prompts for the child with ASD and language disorder
• Safety monitor for physical activities, managing sensory needs and epilepsy considerations
• Observer and assessor, noting progress to inform planning and differentiated support

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Reflection for Presentation (PGCE Interview focus)

Classroom Experience Recount

"I observed a phonics session where children learned initial sounds through a ‘phonics treasure hunt’ and interactive games. The environment was sensory-rich with tactile letters and visual aids, arranged to encourage movement and social interaction. The teacher’s role was dynamic—guiding sound blending, supporting turn-taking, and adapting language prompts to meet diverse needs, including a pupil with ASD. Curriculum goals for Year 1 reading and speaking were seamlessly infused through playful activities promoting phonological awareness and verbal communication. This experience deepened my understanding of designing inclusive, engaging lessons that value play as a form of critical learning, which I am eager to implement in my teaching career."

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Notes for Interview Presentation

• Keep to 5 minutes focusing on key takeaways
• Use clear, calm speech with personal insight on professional growth
• Highlight how playful learning directly addresses phonics goals and inclusion
• Be ready to answer questions on differentiation and curriculum alignment

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This lesson plan exemplifies creativity, inclusivity, and curriculum fidelity, showcasing pedagogical awareness that will impress interviewers and demonstrate readiness for a teaching role.