Planning tool

Students:

• identify and order days of the week and the months of a year
• describe ways the year is divided up into seasons
• use a calendar to identify particular dates
• estimate and measure the duration of tasks with different time durations.

Some students may:

• know the names of units such as hours and days but not have an understanding of the duration. Provide opportunities for students to estimate tasks or events that are measured in hours or days. Discuss these to check their estimate
• know the names of the months, but may not be able to place these in the correct order
• not know that months are made up of a different number of days across the year
• think that each month starts on the same day of the week.

To address these concepts, provide multiple exposures to explore and estimate duration of events.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning how to read a visual timetable.

Why are we learning about this?

• A visual timetable shows the order of events.

What to do

1. Think about all the things you will do today.
   1. Write down each idea on a square of paper.
   2. Use the headings morning, midday, afternoon and evening.
   3. Group your day’s activities under these headings.
   4. Ask an adult take a photo of you doing the activity or draw yourself doing the activity.
   5. Print your photos if you have them.
   6. Arrange the photos or pictures in order to show your day as a visual timetable.

Success criteria

I can:

• list the main activities I do in a day
• order the activities from morning to evening
• read a visual timetable.