Months and Order

Overview

This is the third and final lesson in the unit "Time Explorers: Before & After" for Year 1 students. The focus is on months of the year and their relationship with days of the week, consolidating concepts of time sequencing, including “before” and “after,” as outlined in the National Curriculum for England: Mathematics - Number: Addition and Subtraction (Y1) and Measurement (Time).

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National Curriculum Alignment

Key Stage 1 – Year 1
Mathematics Programme of Study:

• Measurement: Time
  • Pupils should be taught to:
    • Recognise and use language relating to dates, including days of the week, weeks, months, and years.
    • Tell the time to the hour and half past the hour, and draw the hands on a clock face to show these times.
• Number: Addition and Subtraction
  • Develop understanding of terms "before" and "after," sequencing events in chronological order.

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Learning Objectives

By the end of the lesson, pupils will:

1. Name and order all 12 months of the year.
2. Understand how months relate to weeks and days of the week.
3. Use the vocabulary of "before" and "after" confidently with months.
4. Create a simple calendar showing months and key dates.
5. Apply previous knowledge of days of the week in the context of months.

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Resources

• Large wall calendar (with months and days visible)
• Individual mini blank calendar templates (A4) for pupils
• Colour pencils/crayons
• Sentence strips with month names
• Flashcards for days of the week (Monday to Sunday)
• Magnetic whiteboard or large display board
• Stickers for marking special days (e.g., birthdays, holidays)
• Timer or sandglass for activity management

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Lesson Duration: 45 minutes

Number of pupils: 26

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Lesson Structure

1. Starter (5 minutes)

Recap: Days of the week and key vocabulary

• Begin with a quick interactive chant or song on the days of the week, emphasising order.
• Ask pupils:
  • What day comes before Tuesday?
  • What day comes after Friday?
• Introduce the terms “before” and “after” again visually on the board with arrows, linking them to days of the week.

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2. Introduction (10 minutes)

Introducing Months of the Year

• Show the large wall calendar and point out the months across the year in order.
• Use a colourful song or rhyme to introduce the months (e.g., “The Months of the Year Song”).
• Using sentence strips, line up the months in chronological order on the board.
• Elicit from pupils which month comes before and after selected months (e.g., “Which month comes before July?”).
• Discuss that each month has weeks and days inside it, making it like a big container of days.

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3. Main Activity (20 minutes)

Create Your Own Mini Calendar & Sequence Months

• Distribute blank mini calendar templates.
• Guide pupils to:
  1. Colour/ decorate the 12 boxes for the months.
  2. Write or stick the month names using provided strips/stickers.
  3. Mark their own birthdays or a special day on the right month using a sticker or drawing.
• Once done, ask pupils in pairs or small groups:
  • Show me which month is before April.
  • Which month is after September?
  • What month is it now (relate to current month)?
• Circulate and prompt children to use “before” and “after” in sentences aloud.
• For challenge, ask:
  • Can you find two months that come after March but before July?

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4. Plenary (10 minutes)

Calendar Connections Quiz & Review

• Conduct a quick whole-class quiz using flashcards. Call out a month, pupils hold up the month that comes before and after it.
• Ask pupils to explain in one or two words the meaning of “before” and “after.”
• Recap the link between days, weeks, and months:
  • "A month is made up of lots of weeks and lots of days!"
• Praise efforts and highlight how well they used time vocabulary today.

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Assessment and Monitoring

• Formative: Observations during partner questioning and calendar activity for correct use of "before" and "after."
• Summative: Collect mini calendars at the end to check if months are ordered correctly and special days marked appropriately.
• Questioning: Evaluate understanding through oral responses during recaps and quiz.

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Differentiation

• Support: Provide templates with pre-written month names on stickers for pupils who struggle with writing. Use visual prompts to support understanding.
• Challenge: Encourage some pupils to write sentences about their chosen months using “before” and “after” or to explain why months are ordered as they are.

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Cross-Curricular Links

• Literacy: Writing month names, using sequencing words.
• Personal, Social and Emotional Development: Sharing about special days like birthdays.
• Music: Incorporating songs for memory aid.

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Reflection and Next Steps

• Reflect on pupil engagement with the calendar creation and sequencing language.
• Follow-up opportunities:
  • Introduce simple time-telling by connecting months to seasons.
  • Extend learning by exploring birthdays and family celebrations within months.

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