Days of the Week

Overview

This 45-minute lesson is designed for Year 1 students (ages 5-6) following the National Curriculum for England’s Mathematics programme of study: Measuring time. It is the second lesson in the "Time Explorers: Before & After" unit.

In this lesson, children will consolidate their understanding of the concepts 'before' and 'after' while sequencing the days of the week. The class will use interactive, hands-on group activities to associate days with familiar routines and events, strengthening their grasp of temporal order within a week.

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National Curriculum Links

Mathematics: Year 1 - 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

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Learning Objectives

By the end of the lesson, all pupils will be able to:

• Identify and name all seven days of the week in the correct order
• Use the terms ‘before’ and ‘after’ when sequencing days
• Describe a simple activity or event linked to a specific day of the week
• Work collaboratively to sequence and discuss the days, showing an understanding of daily routine patterns

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Resources

• Large laminated set of day-of-the-week cards (Monday to Sunday)
• Visual timetable with pictures/symbols of common weekly activities (e.g., school day, shopping day, park day)
• Whiteboard and marker pens
• Individual mini whiteboards and pens for children
• Sticky notes for writing key activities
• "Days of the Week" song audio (optional)

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Lesson Structure

Starter (5 minutes)

Recap of ‘Before’ and ‘After’ Concepts

• Begin with a quick interactive oral revision.
• Ask: “Who remembers what 'before' and 'after' mean?”
• Use simple, everyday examples children can relate to (e.g., “Before lunch means morning,” “After playtime means afternoon”).
• Link this to discussing events in a day (morning comes before afternoon).

Engagement: Sing or listen briefly to a short, catchy “Days of the Week” song to refresh children's memory of the days.

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Main Activity (30 minutes)

Part 1: Sequencing Days (15 minutes)

• Display the set of laminated day cards randomly on the board or floor.
• Invite children to help place the cards in the correct order from Monday to Sunday.
• Use questioning: “Which day comes before Wednesday?” “What day comes after Friday?”
• Emphasise using the words ‘before’ and ‘after’.
• Encourage children to say the sequence out loud together.

Part 2: Group Activity - Days and Events (15 minutes)

• Divide the class into small groups (4-5 pupils per group).
• Provide each group with a set of activity pictures and sticky notes. Activities should be familiar and varied (e.g., 'school', 'swimming lesson', 'family time', 'shopping').
• Challenge groups to:
  1. Stick one activity next to the relevant day card on a group chart or board.
  2. Discuss within their group when activities happen during the week.
  3. Use 'before' and 'after' in their discussion prompted by questions such as: “What do you do before you go swimming? What comes after school?”
• Rotate around groups to support language use and concept understanding.

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Plenary (10 minutes)

• Gather all children for a whole-class recap.
• Use a large display of the ordered days.
• Ask volunteers to explain what activity happens on a chosen day and what comes before or after it.
• Model full sentences: “On Monday, I go to school. Before Monday is Sunday. After Monday is Tuesday.”
• Ask children to write or draw their favourite activity on their mini whiteboards and say which day it happens on with its position in the week.

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Assessment

Formative assessment will be ongoing, through:

• Observation of participation in sequencing tasks
• Listening to use of ‘before’ and ‘after’ vocabulary in group discussions and plenary
• Review of mini whiteboards to check understanding of day-event matching and sequencing

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Differentiation

• Support: Provide additional adult or peer support for children who struggle with sequencing or language; use tactile day cards with visual icons.
• Challenge: Ask higher-attaining pupils to describe a sequence of three or more days and predict what day will come ‘after’ or ‘before’ a given day without prompts.

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Additional Notes

• Use consistent and clear language throughout the lesson to reinforce key vocabulary.
• Incorporate elements of dialogue, hands-on learning, and movement (e.g., arranging cards on the floor) to meet diverse learning styles.
• Link this lesson to home learning by encouraging children to talk about their weekly routines with family members.

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Reflection (Post-Lesson Notes for Teacher)

• Did children confidently use ‘before’ and ‘after’ in discussions?
• Which days or activities caused confusion?
• Which activities secured the best engagement and understanding?
• Plan minor adjustments or additional support for Lesson 3 based on observations.

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This lesson plan ensures robust delivery of the National Curriculum requirements while using engaging, age-appropriate strategies to build conceptual understanding of time and sequencing. It aims to create both a memorable and skill-developing experience for Year 1 learners.