Minutes - building the sequence 1-60 in fives:
Because the first stage of teaching introduces the child to the outer red band of numbers, measuring time in units of five minutes, it is important for the child to have some idea of counting in fives.

This section provides suggestions for education activities, games and extension ideas that have been carefully thought out to help the child develop more understanding - to give meaning to counting - which is not implicit when learning by rote.

Hours - building the sequence 1 - 12:
This section has been included to remind the child of the knowledge already gained in the classroom, and to assist with transferring linear understanding of number from a number-line, to the unfamiliar circular clock face. It is hoped that links will be made without difficulty and activities may need little repetition. The Practitioner will assess by observing the child’s actions and move on quickly.

Teaching Stage I – Building the Foundation This stage will form the foundation where all aspects of time will be laid. It will provide the child with the opportunity to be able to read the time at any point around the clock face, giving the child a sense of real achievement. This will boost confidence and will motivate the child to progress further. This is the most important stage, and must be mastered thoroughly before moving on to Stage II.

Working Clock face for Stage I ™

Stage II - Introducing Fractions Relating to the Clock.
Up to now the time has been read in the ‘hour-minute’ format. In this stage we begin to teach the child to read the time in the ‘minute-hour’ format for example, ten past eleven, quarter to five, and so on. It is my aim that the child be conversant with both ways of telling time because she/he will hear both in daily life. However, it is normal for a child to develop a preference for one method, this is fine as long as both have been covered sufficiently.

Working Clock face for Stages II and III ™

This stage will reinforce Stage I teaching and will add the o’clock, quarter and half hour divisions, using fractions. Language now includes ‘half past’, ‘quarter past’ and ‘quarter to’. These positions are sometimes referred to as the four points of the clock face. Teaching Stage III – Introducing the Remaining Past and To Positions This stage will reinforce the four points of the clock - o’clock, quarter past, half past, and quarter to - and will introduce the remaining ‘past and to’ elements.