Time - Before and after - Planning

In the initial stages of learning about time, Year 1 students embark on a journey to understand the concepts of 'before' and 'after' through a series of engaging activities. The lesson aims to help children order events and recognise the sequence of their daily routines using these key temporal terms. Vocabulary such as 'time', 'first', 'now', 'then', 'morning', 'afternoon', and 'evening' are introduced, with resources such as vocabulary cards and definitions available to support learning. The lesson starts with a review of prior knowledge and a discussion to ensure children are familiar with the vocabulary. Students are then encouraged to engage in various tasks, such as sorting activities in sequence and ordering drinks with the words 'first', 'next', and 'finally'. They also have the opportunity to describe a special day using the key terms, which can be turned into a collaborative storytelling game.

The lesson is structured to cater to different levels of understanding, with reasoning tasks that progress from completing a story sequence to creating their own scenarios. Key questions prompt students to explain their reasoning and reflect on their daily activities in relation to the vocabulary. A common misconception to be aware of is the need for a secure grasp of the language of 'before' and 'after'. The plenary session includes a 'Give me five' activity where children reflect on what they have learned, the skills they've used, and what they found challenging, while also making a promise to remember key aspects of the lesson. Differentiated activities offer varying levels of complexity, from simply sorting events related to before and after school to categorising them into morning, afternoon, and evening, allowing each child to develop at their own pace.