Time Children are able to: Children may be observed: Observations: Achieved? Skill ladder No statement at this outcome Bronze __ __ __ No statement at this outcome Silver __ __ __ anticipate a routine event showing understanding of routine, e.g. lunchtime will follow an from an adult action. preparing food or laying the table. Gold __ __ __ understand simple responding to and beginning to understand to wait their turn, e.g. is your ’it vocabulary. turn after Bethan’. Outcome 1 __ __ __ anticipate events related to showing an understanding that certain events happen at the same fixed elements of daily routines point each day, e.g. snack time is after tidy up time. They use and and begin to use simple understand the terms and ’before’ ’after’. Outcome 2 time-related words. __ __ __ use the concept of time in showing an understanding that the school day can be broken down into terms of daily events and durations. They may use talk or resources such as a sand timer to demonstrate a sense of how demonstrate how they understand of the concept of time. Outcome 3 long tasks and events take. __ __ __ use the concept of time in reading the hour but not the minute from both analogue and 12-hour digital daily and weekly activities clocks, when reading time as part of everyday activities. and use standard units of Outcome 4 time to read hours on a clock. __ __ __ use standard units of time to reading quarters of an hour (quarter past, half past and read hours and minutes on quarter to) on an analogue On a 12-hour digital clock, a clock. they can read and minutes, e.g. they can read 10:37. Outcome 5 __ __ __ reading the hour and minutes to the nearest 5 on analogue use standard units of time to and accurately on a 12-hour digital They will be able read hours and minutes on to use their more accurate reading of times to calculate Outcome 6 a digital clock and can durations of 15 and 30 minutes and from given start calculate simple everyday and end times. durations. __ __ __
Time Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome __ __ __ Silver No statement at this outcome __ __ __ Gold anticipate a routine event from an adult action. showing understanding of routine, e.g. lunchtime will follow an preparing food or laying the table. __ __ __ Outcome 1 understand simple vocabulary. responding to and beginning to understand to wait their turn, e.g. ’it is your turn after Bethan’. __ __ __ Outcome 2 anticipate events related to elements of daily routines and begin to use simple time-related words. showing an understanding that certain events happen at the same fixed point each day, e.g. snack time is after tidy up time. They use and understand the terms ’before’ and ’after’. __ __ __ Outcome 3 use the concept of time in terms of daily events and demonstrate a sense of how long tasks and events take. showing an understanding that the school day can be broken down into durations. They may use talk or resources such as a sand timer to demonstrate how they understand of the concept of time. __ __ __ Outcome 4 use the concept of time in daily and weekly activities and use standard units of time to read hours on a clock. reading the hour but not the minute from both analogue and 12-hour digital clocks, when reading time as part of everyday activities. __ __ __ Outcome 5 use standard units of time to read hours and minutes on a clock. reading quarters of an hour (quarter past, half past and quarter to) on an analogue On a 12-hour digital clock, they can read and minutes, e.g. they can read 10:37. __ __ __ Outcome 6 use standard units of time to read hours and minutes on a digital clock and can calculate simple everyday durations. reading the hour and minutes to the nearest 5 on analogue and accurately on a 12-hour digital They will be able to use their more accurate reading of times to calculate durations of 15 and 30 minutes and from given start and end times. __ __ __
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