East Sussex Exemplification Materials
Year 1 Time
Year 1 performance descriptor: To tell the time to the hour and half past the hour. To use language to read, measure compare and order time.
Notes and Guidance (non-statutory): Pupils use the language of time, including telling the time throughout the day, first using o’clock and then half past.
This work shows the range of activities leading to the child meeting the performance descriptor.
The children had completed work on days of the week and months of the year.
They used the language of time to describe their daily routine with pictures.
They sang a song with actions to remember which hand of the clock shows hours and which shows minutes.
The children made their own clocks and told the time using analogue clocks.
Emma showed understanding of the order of numbers on a clock. She was able to read the time the teacher showed her (4 o’clock, 7 o’clock, half past 5).
In addition to this, she was able to show time to the hour and half hour on an analogue clock herself in response to the teacher’s questioning, showing understanding of the direction in which the hands on the clock always go. When questioned, Emma explained correctly, “This is the minute hand and this is the hour hand.”
Emma and her talk partner took turns to give each other o’clock and half past times to show on their analogue clock. They looked at each other’s clock as a way to check their answer.
Emma continued to show good understanding of o’clock and half past, without making any errors.
The teacher asked, “What time have you shown on your clock?”
“6 o’clock. The big hand is always on the 12 when it’s o’clock. Then the little hand goes on the hour.
Teacher: What time is your clock showing now?
Emma: Half past ten.
Teacher: How do you know?
Emma: The big hand is on the 6 and that shows it’s half past. The little hand is pointing in the middle of the 10 and the eleven so its half past ten.”
Following this, the children were asked to complete the timetable for flights from London to Newcastle, filling in the missing times and checking to see if any were wrong. The teacher explained that all flights took 30 minutes/ half an hour to travel from one place to the other.
Emma used her clock to work out half an hour more from the time given. She confidently read and made the time in the timetable and moved the big, blue hand half an hour more or less, showing a systematic approach.
To find the missing departure times, Emma confidently set her clock at the arrival time and moved the big hand backwards half an hour. The teacher asked her how she knew what to do. Her reply was, “I looked at the time the plane landed and whizzed back half of the clock.”
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