Year Group

Year 1

Duration

60 minutes

Class Size

30 pupils

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National Curriculum Links

Mathematics: Year 1 - Measurement

• [Statutory programme of study]
• "Compare, describe and solve practical problems for time"
• Use everyday language to talk about time (e.g. quicker, slower, earlier, later, first, today, tomorrow, morning)
• Sequence events in chronological order

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Learning Objectives

By the end of the lesson, pupils will:

1. Understand and use time-related vocabulary including quicker, slower, earlier, later, first, today, tomorrow, and morning.
2. Apply these words to describe and compare events and daily routines.
3. Sequence simple events in chronological order using time language accurately.

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Resources

• Visual timetable cards showing daily activities (breakfast, school, playtime, lunch, home)
• Storybook featuring daily routines (real or created for the lesson)
• Large laminated cards with time vocabulary words
• Whiteboard and markers
• Props such as small clocks showing whole hours, sand timers (1 minute), and stopwatches (optional)
• Worksheets with illustrated scenarios and matching vocabulary
• Sticky notes and pens
• Picture cards for sequencing activities

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Lesson Structure

1. Introduction (10 minutes)

a. Engage Pupils in Discussion

• Begin by asking pupils what time they usually get up and come to school.
• Introduce key vocabulary cards (quicker, slower, earlier, later, first, today, tomorrow, morning). Display them visually.
• Explain the meaning of each word with examples linked to their daily routine, e.g.:
  • “I wake up earlier than breakfast.”
  • “Today you came to school first, tomorrow a different friend might come first.”
  • “Morning is the start of the day.”

b. Recap Prior Knowledge

• Quickly recap counting by hours on the clock face and the concept of ‘before’ and ‘after’ as a scaffold.

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2. Main Activity 1: "Time Talk" Group Game (15 minutes)

Objective: Use vocabulary in conversation about timing and routines.

Instructions:

• Divide the class into small groups of 5-6 pupils.
• Provide each group with daily activity cards and time vocabulary cards.
• Pupils work together to create sentences explaining the order of their day using target words. Encourage use of vocabulary such as “earlier,” “later,” “first,” and so forth.
• Each group will be encouraged to explain which activity happens first, which is later, or which activity is done quicker or slower than others (e.g., “We eat breakfast first. We play later. We get dressed quicker than getting ready for school.”)
• Teacher circulates and prompts with questions to deepen understanding.

Differentiation:

• Support lower-attaining pupils with sentence starters and picture cues.
• Challenge higher-attaining pupils by asking them to explain what happens today versus tomorrow, or to compare activities involving different durations (“Which takes longer, getting dressed or eating lunch?”).

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3. Main Activity 2: Sequencing with Time Language (15 minutes)

Objective: Sequence events using time-related vocabulary.

Instructions:

• Hand out illustrated story sequencing cards showing a simple, familiar routine (e.g., “Morning Routine” — wake up, brush teeth, eat breakfast, go to school).
• Pupils work in pairs to place the cards in order and explain the sequence using target vocabulary ("First, I wake up. Then, I brush my teeth. Later, I eat breakfast. Today, this is what I do in the morning.")
• Use a large timeline drawn on the board to physically place event cards according to order, encouraging the use of “earlier” and “later.”

Differentiation:

• Provide sentence strips with simple sentence frames for lower-attaining pupils: e.g., “First I ___.”, “Later I ___.”
• Higher-attaining pupils write short sentences about what happens tomorrow or how things could happen quicker or slower.

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4. Plenary: Time Vocabulary Quiz & Reflection (10 minutes)

Objective: Assess understanding and reinforce vocabulary.

Instructions:

• Play an interactive quiz where the teacher orally describes a scenario, and pupils hold up the vocabulary card that fits best. For example:
  • “What word means before something?” → pupils hold up "earlier"
  • “If breakfast comes at 7am and lunch at 12pm, which is later?” → pupils hold up "later"
• Ask pupils to share one sentence using any time vocabulary about their day or the lesson.
• Teacher notes understanding and addresses any misconceptions immediately.

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Differentiated Support

Group	Support Provided	Extension Ideas
Lower-attaining	Sentence starters, picture cues, modelling	Create own simple timeline with drawings
Middle-attaining	Guided group work, vocabulary repetition	Explain why an event is earlier/later
Higher-attaining	Challenge questions, writing sentences	Predict and describe a routine for tomorrow

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Assessment

• Formative: Observations during group work and paired activities noting correct use of vocabulary.
• Summative: Responses during the plenary quiz and oral sentence sharing.
• Evidence: Pupil-constructed sentences and sequencing cards used during activities.
• Assessment focus is on correct application of time vocabulary and sequencing ability as per NC requirements.

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Wider Links and Cross-Curricular Opportunities

• English: Story sequencing and sentence construction reinforce literacy skills.
• Personal, Social and Emotional Development (PSED): Talking about routines supports understanding of time management and structure.
• Communication & Language: Developing speaking and listening skills through group discussion.

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Teacher’s Notes

• Use real-life routines familiar to the pupils to enhance connection and understanding.
• Keep vocabulary visible throughout the lesson to reinforce word recognition.
• Be attentive to pupils who may confuse similar words like “earlier” and “later” and provide clarifying examples.
• Incorporate movement into sequencing (e.g., physically moving cards or acting out routine steps) to support kinaesthetic learners.

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This lesson plan is designed to thoroughly align with the Year 1 National Curriculum for Mathematics (Measurement: time) while making use of creative, interactive methods to embed understanding of everyday time-related vocabulary.