M&G5.2 Students use visual timetables depicting periods of time and related activities.

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


  • Attends to a visual/tactile timetable depicting periods of time and related activities.
  • Uses a finished symbol to indicate completion of activities or periods of time.
  • Selects a relevant symbol to commence an activity.
  • Selects and orders symbols for activities during a period of time.
  • WM Select a visual sign to communicate that an activity has finished.

Teacher Language

 

Give an instruction

‘Look at the timetable. ……. has finished. It is time for ......’.

‘Look at/touch the timetable.’

‘Place the now symbol on your activity/schedule board.’

‘Place the activity symbol on the finished board/in the box.’

‘Select the symbol for …  (a period of time).’

 

Make a statement

‘We are going to do …. (activity) now.’

‘Now we are doing ….. and then we will do…..’

 ‘It is time for ……..’

 

Ask a question

‘What activity are we doing now?’

‘What activity are we doing next?’

 

Correction/prompt

‘Is that the right activity for ….(a period of time)?’

‘Is that what we should be doing now?’

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. Teachers are encouraged to use the teacher language above throughout these activities.

 

Attends to a visual/tactile timetable depicting periods of time and related activities

Teachers need to ensure all daily activities are represented on visual timetables. Whenever there is a change in activity a visual timetable should be used and student’s attention should be brought to it. Teacher states ‘SN, look at the timetable. Morning circle is finished. It is time for deskwork.’ The morning circle visual would be placed in a finished box or on a finished strip. The same strategies would be used on a ‘Now/Then board’ or on a schedule board.

 

 

Uses a finished symbol to indicate completion of activities or periods of time

Students are prompted to remove the visual symbol for the activity that is finished from the visual timetable and place in on a finished strip or in a finished box/bag.

 

Selects a relevant symbol to commence an activity


Students are prompted to select the visual symbol for the activity that is about to commence and place it on the timetable / schedule board.

 

Selects and orders symbols for activities during a period of time

Whenever a visual timetable is being used to indicate a period of time i.e. a series of activities within the classroom routine, engage students in selecting, ordering and placing the appropriate visual symbols on the timetable/ schedule board. 

 

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