Exploring Time Together

Overview

This 30-minute session supports an EYFS learner with SEND who is non-verbal and enjoys matching activities. Through sensory, interactive, and carefully paced experiences, the session introduces fundamental concepts of time and calendar awareness in line with the Early Years Foundation Stage (EYFS) Mathematics - Number and Shape, Space & Measures areas, with a specific focus on understanding time vocabulary and sequencing events.

National Curriculum Links (EYFS - Development Matters and Birth to 5 Matters)

• Understanding the World - People, Culture and Communities: Recognises and describes special times or events for family or friends.
• Mathematics - Numbers & Shape, Space and Measure: Uses everyday language related to time (e.g., ‘morning’, ‘night’, ‘today’, ‘yesterday’).
• Early Learning Goals (ELG) - Numbers and Shape, Space & Measure: Children recognise some numerals of personal significance; use positional language.
• Personal, Social and Emotional Development: Encouraging engagement and confidence through supportive interaction aligned with SEND needs.

Learning Objectives

By the end of the session, the student will:

1. Recognise different times of day using visual and tactile calendar cues (morning, afternoon, evening).
2. Identify and match clock faces showing different times through sensory matching activities.
3. Practise sequencing simple daily events using interactive visuals.
4. Engage actively with time-related vocabulary through supported gestures and visuals.

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Resources Needed

• Large tactile calendar board with removable Velcro-backed pictures for days, activities, and times of day
• Clock face with movable hands, large and textured numbers
• Matching cards: pairs of clock faces and pictures of daily activities (e.g., breakfast, playtime, bedtime)
• Sensory timer (visual sand or bubble timer) to provide a calm signal for transitions
• Visual timetable to show lesson structure
• Communication aids: PECS or symbol cards for key time vocabulary

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Lesson Breakdown (30 minutes)

1. Welcome & Settle (5 mins)

• Use visual timetable to show today’s activity sequence.
• Greet the student using her preferred communication method.
• Use sensory balloon/bubble tube breathing for calm engagement at start.

2. Introducing Time Vocabulary (5 mins)

• Present “morning”, “afternoon”, and “evening” cards with corresponding images and gestures.
• Model simple repetition of terms with clear visual cues, allow student to explore the cards.
• Use matching game: student pairs time-of-day cards with pictures (e.g., sun rising, lunch, moon). Reinforce with touch and gesture.

3. Interactive Calendar Exploration (7 mins)

• Introduce the tactile calendar board. Attach day cards and picture cards denoting a chosen day’s sequence (e.g., breakfast in morning, play in afternoon, bath in evening).
• Allow student to take cards and match them to corresponding day/time positions on the calendar. Provide hand-over-hand support or gesture prompts as needed.
• Use communication aid to indicate the current day/time with pointing or eye gaze.

4. Clock Faces and Matching Activity (8 mins)

• Show the large textured clock face. Demonstrate setting times for morning, afternoon, evening (e.g., 8am, 1pm, 7pm) using movable hands.
• Present matching cards showing various clock faces and daily activities.
• Engage the student in matching clock cards to activity cards based on approximate timing. Encourage the use of tactile cues or pointing to support matching.
• Celebrate successful matches with visual praise (e.g., a colourful “Well done!” card), clapping, or preferred positive reinforcement.

5. Sequencing Daily Activities (3 mins)

• Using selected activity cards (e.g., wake up, eat, play, sleep), model sequencing them in daily order. Arrange cards physically and narrate with simple words/signs.
• Encourage student to reorder with hand-over-hand assistance or eye gaze responses.

6. Closing & Assessment (2 mins)

• Recap time vocabulary with pointing or choice between two picture cards (morning vs evening).
• Use a sensory timer as a gentle cue that the session is ending.
• Provide sensory or preferred reward to encourage positive association with learning.

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Assessment & Differentiation

• Use observation checklists focused on:
  • Recognition of time-of-day vocabulary (via pointing or selection).
  • Ability to match clock faces with daily activities.
  • Engagement levels during calendar and sequencing activities.
• Adjust support with physical prompts, simplified choices, or increased sensory engagement if attention wanes.
• Incorporate the student’s personalised communication methods throughout.

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Extension Ideas / Home Support

• Suggest parents/carers involve the student in a daily calendar routine at home (e.g., placing pictures on a fridge calendar).
• Encourage use of a visual timetable for daily events and simple time signals (e.g., timer for playtime).
• Use songs or rhymes about the parts of the day to reinforce learning.

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Reflection Tips for Teachers

• Monitor signs of disengagement early; switch quickly to sensory or favourite calming activities.
• Celebrate any attempts at interaction positively to build confidence.
• Take photos or make notes after the lesson to track progress on time concepts and engagement, adapting future sessions accordingly.
• Collaboration with speech and language therapists or occupational therapists can enhance use of communication aids and sensory activities.

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This highly personalised and multisensory approach is designed to engage your learner’s strengths, gently build their understanding of time through calendars and clocks, and nurture emerging numeracy skills consistent with Early Years Foundation Stage goals and the UK National Curriculum framework.