M&G5.1 Students engage with activities and resources that indicate timeframes.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.5 Sequences events and uses everyday language to describe the duration of activities. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-13MG Sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks.

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-24MG Organises personal time and manages scheduled activities.

 

HSC Life Skills 11-12 Outcomes 2007

3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon.

3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments.

3.3 Demonstrates an understanding of weekday and weekend activities.

3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years.

3.5 Demonstrates knowledge and understanding of seconds, minutes and hours.

3.6 Reads time in different formats.

3.7 Estimates and calculates with time.

3.8 Reads and understands calendars and plan events.

3.9 Reads and interprets timetables.

3.10 Priorities personal time and manages scheduled activities.

Framework Indicators


  • Makes eye contact with activities and resources that indicate timeframes.
  • Reaches for activities and resources that indicate timeframes.
  • Makes physical contact with activities and resources that indicate timeframes.
  • Explores activities and resources that indicate timeframes with senses.
  • WM Use eye gaze to select between two activities relating to a visual daily timetable.

Teacher Language

 

Make a statement

‘You are looking at the  ......’.

‘You are touching/holding  ....’.

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

The teaching activities for this goal are not explicit. Teachers need to recognise whenever they are reinforcing there is a beginning and an end to an activity, they are teaching the concept of time frames. Therefore teaching of this goal is imbedded in daily classroom routines. Some examples of resources that indicate time frames include, now and finished symbols, now and then boards, visual timetables, tactile timetables, Boardmaker resources and timers. Teachers need to ensure that whenever they are drawing attention to time there needs to be a visual and verbal prompt and provide opportunities to make eye contact with and reach for the relevant visuals/resources.

 

Makes eye contact with activities and resources that indicate timeframes

Whenever an activity begins or ends, a relevant visual/resource should be placed directly in the student’s eye sight.  Teacher makes the statement ‘SN, you are looking at the … (visual/resource)’.  e.g. finished symbol. The student may make eye contact with the visual/resource for a brief period of time. Immediately reinforce the student for looking at the visual/resource even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the visual/resource so they are in front of the student’s eyes.

 

Reaches for, makes physical contact with and explores with senses activities and resources that indicate timeframes

Repeat the above activity with a focus on encouraging the student to reach for and interact with the visuals/resource. Teacher states ‘You are touching/holding the....(visual/resource)’.  e.g. timer, finished symbol. Once the student touches/holds the visual/resource, reinforce them immediately by saying ‘SN is touching/holding the...(visual/resource)’.

 

Websites

The following websites could be used to support the teaching of time concepts:

 

Suggested Apps

 

FTVS-HD First Then Visual Schedule
First Then Visual Schedule
iPrompts
Pocket Picture Planner
Choiceworks
My Visual Timetable
I Get - My Schedules at Home
I Get -My Schedules at School