Days Ordering Fun

Overview

Duration: 45 minutes
Class size: 30 pupils
Topic: Days of the Week (Lesson 2)
National Curriculum reference:

• Year 1 English:
  • Recognise and use the language of time, including days of the week (English programmes of study - Spoken Language)
  • Sequence events in chronological order (English programmes of study - Reading comprehension)
• Mathematics / Understanding the World:
  • Use positional language such as before, after, next when ordering events

---

Learning Objectives

By the end of the lesson, pupils will:

• Be able to correctly order the seven days of the week from Monday to Sunday.
• Use key temporal language such as “before”, “after”, “next”, and “first”.
• Develop confidence in sequencing and orally describing the days in order.
• Support peers through collaborative learning and shared discussion of ordering activities.

---

Success Criteria

• Correct verbal ordering of all days without prompt.
• Successfully complete day-ordering activities, showing understanding of day sequences.
• Use of time vocabulary in sentences (e.g., "Friday comes after Thursday").

---

Resources

• Colourful day of the week cards (large, laminated) with pictures representing common activities (e.g., school, weekend, market day).
• Interactive whiteboard or large display for visual timer and digital ordering drag-drop game.
• Printable timeline sheets with days of the week in jumbled order.
• Small individual clocks/paper watches (optional for temporal discussion).
• Stickers or stamps for rewards.
• “Day Song” audio (from previous lesson, if available).

---

Lesson Structure

1. Starter (5 minutes)

Recall and review previous lesson: Day Names

• Sing the "Days of the Week" song together - a catchy tune with actions to support memory.
• Quick "pop quiz" — teacher says a day and pupils shout what comes next and what comes before.
• Use visual day cards on a magnetic board; invite volunteers to place one card at a time as a class, forming a line.

National Curriculum link: Reinforces spoken language skills through listening and responding.

---

2. Introduction (7 minutes)

Introduce the focus: Ordering the Days of the Week

• Display seven laminated day cards out of order on the board.
• Model ordering them first, thinking aloud: “Monday comes first because it’s the start of the school week,” etc.
• Emphasise vocabulary: before, after, next, first, last.
• Ask: "What day comes after Tuesday?" Encourage a choral response.

Activity: Teacher mixes cards, then one volunteer tries to put them in the right order on the board.

National Curriculum link: Oral language development; sequencing events.

---

3. Main Activity: Ordering Games (20 minutes)

Group Activity — “Days of the Week Puzzle” (20 minutes)

• Split pupils into 6 groups (5 pupils each).
• Each group receives a set of shuffled day cards plus a blank timeline.
• Task: Work together to place day cards in the correct order on the timeline.
• Extra challenge: Write or stick a simple sentence under each day ("On Monday, I go to school").
• Teacher circulates to support, asking probing questions using the vocabulary ("What day comes before Friday?")

Additional support activity:

• For pupils needing extra help, provide a partial timeline (e.g., Monday, Wednesday, Friday cards only) and use visual clues (colours or pictures).
• One-to-one or small group support with adult using physical movement: lining up day cards on the floor and walking the line, saying day names aloud.

Extension (Higher Attainers):

• Order days and then say what activity they do on each day, to encourage sentence formation and personal connection.

National Curriculum link: Pupils use spoken language to describe sequences and deepen understanding of time vocabulary. Working in groups promotes social development and collaborative learning.

---

4. Plenary & Assessment (10 minutes)

Interactive Oral Quiz – “Speed Order”

• Teacher calls out a day, pupils must say what day comes before and after it quickly.
• Use whiteboard to display days in wrong order, pupils identify and correct mistakes.

Individual Assessment Task:

• Pupils receive a mini worksheet with seven jumbled days of the week alongside blank boxes.
• Task: Cut and stick the days in correct order.
• Teacher collects or reviews during plenary to gauge understanding.

Self-assessment:

• Pupils thumbs-up/down for how well they feel they understand ordering days.

National Curriculum link: Pupils demonstrate comprehension and sequencing skills from spoken information; uses phonics and reading skills within context.

---

Differentiation

Group/Need	Strategy
Pupils needing extra help	Partial timelines; adult-led one-on-one ordering; use of physical movement and visual aids with pictures.
Average learners	Group ordering activities with sentence writing supports language development.
Higher attainers	Challenge with describing their week's routine; use varying sentence structures with time language.

---

Additional Tips for Teachers

• Use multisensory approaches: singing, movement, visual ordering.
• Encourage use of everyday examples to make days meaningful (“On Saturday, I go to the park”).
• Reinforce learning through praise and rewards like stickers for participation and correct ordering.
• Record children’s responses on floor or board for confidence building.
• Maintain a calm, engaging atmosphere to support recall and enjoyment of learning.

---

Notes

This lesson builds on the previous introduction to day names (Lesson 1) and prepares pupils for subsequent lessons covering months and seasons. It integrates spoken language, reading, and early writing elements emphasised in Year 1 of the national curriculum for England.

---

By following this lesson, teachers will engage pupils in meaningful, fun activities that firmly establish the sequencing concept of days of the week in an accessible, memorable way.