Before and After

Overview

Year Group: Year 1
Duration: 45 minutes
Class Size: 26 students
Unit: Time Explorers: Before & After
Lesson Number: 1 of 3
Lesson Title: Introduction to Time: Before and After

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National Curriculum Links

This lesson directly supports the Mathematics Programme of Study for Key Stage 1, specifically:

Number – Measurement: Time

• Pupils should be taught to:
  • Sequence events in chronological order using language such as ‘before and after’, ‘morning’, ‘afternoon’ and ‘evening’.
  • Recognise and use language relating to dates, including days of the week.

Reference:
National Curriculum in England: Mathematics Programme of Study, Key Stage 1 (Years 1-2).

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Learning Objectives

By the end of this lesson, pupils will:

1. Understand and use the terms "before" and "after" to describe the order of daily events.
2. Identify events that happen before or after a given time in their daily routine.
3. Recall and sequence simple events, reinforcing previous skills in chronological ordering.
4. Develop confidence in discussing time concepts through interactive storytelling and hands-on group activities.

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Key Vocabulary

• Before
• After
• Morning
• Afternoon
• Evening
• Sequence
• Event

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Resources

• Large visual timeline poster of a typical school day with pictures (e.g., arrival, assembly, lunch, playtime, home time)
• Storybook or short story script focusing on a day in the life of a child
• Flashcards of daily events (arrival, brushing teeth, breakfast, playtime, bedtime, etc.)
• Whiteboard and markers
• Individual mini whiteboards and pens for each pupil
• “Event Timing” worksheet (simple sequencing task with 3-4 images per row)
• Timer or clock with minute hand to use visually
• Stickers for positive reinforcement

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Lesson Structure

1. Introduction (5 minutes)

• Recap of previous lesson on sequencing events:
  • Use the whiteboard to revisit the idea of putting events in order (e.g., “first I get dressed, then I have breakfast, then I brush my teeth”).
  • Quick oral activity: Ask children to name three things they did before coming to school today.
• Explain today’s learning: "Today, we are going to explore the words ‘before’ and ‘after’ and learn how to use them when talking about time."

2. Storytelling and Discussion (10 minutes)

• Gather children around for a story session describing a child’s day (e.g. “Lily’s Busy Day”).
• As the story unfolds, pause to ask questions:
  • “What did Lily do before going to school?”
  • “What did she do after lunch?”
• Use the timeline poster alongside the story to visually map out events in order, pointing out ‘before’ and ‘after’ on the timeline.
• Encourage children to suggest other examples from their own routine.

3. Guided Group Activity – Event Ordering (15 minutes)

• Divide the class into small groups (4-5 pupils).
• Give each group a set of flashcards showing daily events shuffled randomly.
• Task: Order the events on the table. Once completed, ask groups to use sentences describing events with ‘before’ and ‘after’ (e.g., “We eat breakfast before we go to school.”)
• Circulate and support groups, highlighting correct use of ‘before’ and ‘after’.
• Ask groups to share one sentence with the whole class.

4. Independent Activity – Worksheet (10 minutes)

• Hand out “Event Timing” worksheets where pupils cut and stick or colour images in the correct order.
• Pupils then write or dictate simple sentences using ‘before’ or ‘after’ for each sequence, e.g., “I brush my teeth after I wake up.”
• Use mini whiteboards for those who find writing difficult — they can draw or trace words.

5. Plenary and Assessment (5 minutes)

• Whole class discussion: Summarise what ‘before’ and ‘after’ mean.
• Use a quick-fire game on the whiteboard: Show an event card and ask pupils to shout out what happens before or after.
• Informal assessment through oral questioning and observation of group/individual work.
• Praise efforts with stickers and positive feedback.

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Differentiation

• For SEND pupils:
  • Provide picture cards with fewer options.
  • Use paired work for support.
  • Scaffold sentence construction with sentence starters such as "I do ___ before ___."
• For More Able Pupils:
  • Challenge with more complex sequences or adding times of day (morning, afternoon).
  • Encourage using full sentences and linking multiple events.

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Reflection and Next Steps

• Record verbal or written notes on pupil understanding and engagement.
• Identify any children who require further support or extension.
• Plan next lessons (2 and 3) to build on today’s work by introducing simple clocks and daily time vocabulary, culminating in reading and understanding whole hours to the nearest hour.

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Additional Wow Factor Ideas for Teachers

• Incorporate a “Time Explorer” role-play corner where children act out events happening before or after a set moment.
• Use a large floor timeline where children physically place themselves in the order of events.
• Create a mini “before and after” photo booth where children take pictures doing actions and then describe what happens before/after.
• Integrate a simple countdown timer to demonstrate ‘after’ in real-time, making abstract concepts tangible.

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This lesson plan aligns precisely with the National Curriculum expectations for Year 1 and engages learners through multimodal activities designed to deepen understanding of sequencing and time language.